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Implementing a State‐Adopted High School Health Curriculum: A Case Study
dc.contributor.authorEisman, Andria B.
dc.contributor.authorKilbourne, Amy M.
dc.contributor.authorNgo, Quyen
dc.contributor.authorFridline, Judy
dc.contributor.authorZimmerman, Marc A.
dc.contributor.authorGreene, Dana
dc.contributor.authorCunningham, Rebecca M.
dc.date.accessioned2020-06-03T15:22:50Z
dc.date.availableWITHHELD_13_MONTHS
dc.date.available2020-06-03T15:22:50Z
dc.date.issued2020-06
dc.identifier.citationEisman, Andria B.; Kilbourne, Amy M.; Ngo, Quyen; Fridline, Judy; Zimmerman, Marc A.; Greene, Dana; Cunningham, Rebecca M. (2020). "Implementing a State‐Adopted High School Health Curriculum: A Case Study." Journal of School Health 90(6): 447-456.
dc.identifier.issn0022-4391
dc.identifier.issn1746-1561
dc.identifier.urihttps://hdl.handle.net/2027.42/155483
dc.description.abstractBACKGROUNDThe Michigan Model for Health™ (MMH) is the official health curriculum for the State of Michigan and prevailing policy and practice has encouraged its adoption. Delivering evidence‐based programs such as MMH with fidelity is essential to program effectiveness. Yet, most schools do meet state‐designated fidelity requirements for implementation (delivering 80% or more of the curriculum).METHODSWe collected online survey (N = 20) and in‐person interview (N = 5) data investigating fidelity and factors related to implementation of the MMH curriculum from high school health teachers across high schools in one socioeconomically challenged Michigan county and key stakeholders.RESULTSWe found that 68% of teachers did not meet state‐identified standards of fidelity for curriculum delivery. Our results indicate that factors related to the context and implementation processes (eg, trainings) may be associated with fidelity. Teachers reported barriers to program delivery, including challenges with adapting the curriculum to suit their context, competing priorities, and meeting students’ needs on key issues such as substance use and mental health issues.CONCLUSIONSMultiple factors influence the fidelity of health curriculum delivery in schools serving low‐income students. Investigating these factors guided by implementation science frameworks can inform use of implementation strategies to support and enhance curriculum delivery.
dc.publisherWiley Periodicals, Inc.
dc.subject.otherhealth disparities
dc.subject.otherimplementation science
dc.subject.otherprogram evaluation
dc.subject.otherprimary prevention
dc.subject.otherhigh school teachers
dc.subject.otherevidence‐based practice
dc.titleImplementing a State‐Adopted High School Health Curriculum: A Case Study
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/155483/1/josh12892_am.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/155483/2/josh12892.pdf
dc.identifier.doi10.1111/josh.12892
dc.identifier.sourceJournal of School Health
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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