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The purpose of this study was to determine how the performance-based shift and revision of 2001 Guidelines for AAHE/NCATE Review of Initial Level Programs for Health Education Teacher Preparation influenced: 1) content and process of selected school health teacher education programs (TEPs) in public institutions of higher education, and 2) efficacy expectations of selected induction year teachers' to address each of the AAHE/NCATE's Program Standards. A secondary purpose was to provide school health TEPs with an assessment tool that could: 1) demonstrate that implemented programs appropriately reflect AAHE/NCATE Program Standards; and 2) provide means of communicating program assessment and successes to program administrators, health education practitioners, and teacher educators.
About the author
Dr. Kelly Boyd is an Associate Professor of Health Studies at East Stroudsburg University and has research and professional interests in teacher preparation and program accreditation. And, Dr. Joyce V. Fetro recently retired as a Professor of Health Education at Southern Illinois University at Carbondale.
