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This Section: Integrating H & S Programs Within Education
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Understanding Educators: Backgrounds, Beliefs, Work Lives & Concerns
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The preponderance of studies and work on teacher development has been focused on specific health or social issues to measure the effect of a training program to deliver a particular instructional program. The successful integration of health & social development programs and multi-intervention approaches within school systems requires a good understanding of the sociology, work lives, professional norms, concerns about programs and education change, beliefs about issues, professional identities and other aspects of classroom teachers so that such programs and approaches can be successful and sustainable in the long run. As well, basic facts about the qualifications, experience, assignments, satisfaction, turn-over, current teaching and classroom management practices of the teachers assigned to teaching and promoting health, safety, personal and social development as well as the beliefs of all educators about equity and inclusion are not readily available. A deeper understanding is required of how w the extremely accessible, visible, multiple roles of the school principal as the front-line manager will affect their starting, supporting, maintaining and succession planning of school programs. The different work assignments of different categories of teachers should also be considered.
More research, consultations with teacher unions, teacher specialist organizations and models of teacher education and development need to be developed and implemented on these types of specific aspects:
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This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions. Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below. Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.
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For updates and reader comments on this section, go to our Mini-Blog on Integrating Health & Social Programs Within Education Systems
The number of summaries completed or drafted in this section are listed below) Overview
Key Changes within Systems (other than Education)
- Research Questions/Knowledge Development
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