Development of a Grounded Theory for Teacher Decisions to Adapt Research-Based Health Education Curricula

• In Event: Health Education and Multiagency Collaboration in Schools

Abstract

Health Educators are continually searching for the most effective and efficient way to support student learning and more importantly positive changes in student behavior. Effective school-based curricula have been developed to support the prevention of drug use; however, as these curricula are implemented a tension can build between the need to implement these curricula with fidelity and the needs of the school, community, and the implementer. As these tensions reach a critical level implementers may adapt the curriculum to meet their local needs. This presentation will share the results of a qualitative study that identifies a grounded theory for the adaptation of these research-based curricula. Results of this research can inform curriculum developers, trainers, as well as those implementing curriculum.

Authors

• James P. Hurley, University of Colorado - Denver

• Brent G. Wilson, University of Colorado - Denver