Educating for Health An Inquiry-Based Approach to PreK-8 Pedagogy

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Valerie A. Ubbes
2008
US Price: $29
248 pages
9780736056274

About the Author | Table of Contents | Audiences

Using a curricular approach called personal practical knowledge, Valerie Ubbes takes you on a transformational journey that will help you become a master teacher of health education for children in grades preK through 8. That journey begins with an in-depth exploration of your uniqueness as a professional who will educate for health.

Dr. Ubbes helps you turn your personal narrative into your professional identity and then guides you toward an understanding of children’s learning styles and the practical knowledge you will use to shape a relational pedagogy with your learners.

Educating for Health explores pedagogical strategies that will help you bridge your understanding of health issues with your teaching. This book will help you translate education and health theories into practice as you:

• focus on the acquisition of cognitive-behavioral health habits in your students,
• adapt your instruction and assessment options based on individual learning styles,
• structure relationships and environments that are optimal for learning,
• examine nine evidence-based instructional strategies that you can use as tools in educating for health, and
• study design as an inquiry-based process for teaching and learning

Dr. Ubbes also applies the ecological model of public health and Gardner’s theory of multiple intelligences in a new way and shows how to help children develop through a sensory-motor, cognitive-behavioral approach to health and well-being.

Each chapter features several tools that will aid your understanding of the content:

• Principles of Practice provide key point summaries.
• Professional Voices showcase real-world teacher experiences as they relate to the chapter’s content and are ideal for professional discussion and dialogue.
• Seeds of Growth: Signs, Symbols, and Patterns of Living and Learning provide student learning activities.
• Web Links for Living and Learning offer additional student activities using the Internet.
• Books for Living and Learning supply activities related to children’s books.

Educating for Health will help you reflect on your professional identity and abilities as a teacher and give you the information you need for fostering the growth and development of your students.

About the Author

Valerie A. Ubbes, PhD, CHES is an associate professor in kinesiology and health at Miami University. She has taught pedagogy courses since 1980 and has developed three pedagogy courses for which she has published three books.

Dr. Ubbes is also project director of the Children’s Picture Book Database at Miami University (www.lib.muohio.edu/pictbks). Her multidisciplinary database was recognized by the International Society for Technology in Education (2005) as one of the 101 best Web sites for elementary teachers. In 1995, she wrote the first integrated curriculum book that was aligned with the National Health Education Standards, and she has served as the health in education network facilitator for the Association for Supervision & Curriculum Development. She is an active member of the American Association for Health Education.

In her spare time, Dr. Ubbes enjoys landscaping, flower gardening, bicycling, reading, playing her bassoon, and traveling with her family. Her life goal is to promote human well-being across the life span, leading to a higher quality of life and learning for all.

Table of Contents

• Preface
• Chapter 1
  • Who We Are: Identity Formation
  • Teacher as a Changing Learner and Leader
  • Formation of Private, Personal, and Public Identities
  • Goal of Identity Formation
  • Epitome of Culture
  • Conditions That Establish a Quality of Life
  • Mystery of Life and Learning
  • Foster a Culture of Wellness and Personal Well-Being
  • Our Sensory-Motor and Cognitive-Behavioral Responses
  • Need for Skill Development When Educating for Health
  • Change Is Central to Our Lives as Human Beings
  • Chapter Features
• Chapter 2
  • Ways to Be: An Ontological Study
  • Observing Children as Human Beings
  • Ways to Be
  • Learning Styles
  • Narratives of Experience
  • Your Voice Is a Part of the School’s Vision
  • Human Beings First
  • Personal Practical Knowledge
  • Other Places to Educate for Health
  • Ecological Model
  • Objective Versus Subjective Structures for Teaching and Learning
  • Wellness, Well-Being, and Wellness Space
  • Hierarchies and Networks Inform Our Work
  • Chapter Features
• Chapter 3
  • Ways to Think: An Epistemological Study
  • Constructivist Theory
  • Constructivism in Education
  • What Is Design?
  • Design as an Inquiry Process
  • Architectural Design
  • Change Orders Are Common
  • Examples of Change Orders When Educating for Health
  • Role of Environment in Design
  • Establishing a Learning Environment
  • Establish Conditions for Learning
  • What Is Developmentally Appropriate?
  • What Is Culturally Sensitive?
  • What Is Body–Brain Compatible?
  • What Is Health Enhancing?
  • Thinking as a Health Promoter
  • Historical Significance of Knowledge Construction
  • A Story of Professional Integration
  • Developing a Philosophy to Educate for Health
  • Design and Style
  • Role of Literacy in Educating for Health
  • Objective Knowing and Subjective Knowing
  • Role of Neuroscience in Constructivist Theory: Zone of Proximal Development
  • Communication as a Sensory-Motor, Cognitive-Behavioral Approach
  • Chapter Features
• Chapter 4
  • Ways to Know: Multiple Language Forms of Communication
  • Different Signs and Symbols of Language
  • Structure, Function, and Aesthetic Forms of Language
  • Intelligence Defined
  • Domain-Specific Information and Expert Performance
  • Role of Human Senses in Information Processing
  • Role of Language and Literacy in Educating for Health
  • Literacy and Health
  • Health Communication
  • A Developmental Perspective of Language as Play
  • Conceptual Design
  • Design Problem Solving in Educating for Health
  • Design for Action Potentials, Action Plans, and Action Research
  • Habits of Health and Habits of Mind as Possibilities for Healthful Practices
  • Problems of PreK-12 Health Curriculum
  • Health Concepts Taught in Other Disciplines
  • Building an Infrastructure for Health Education
  • Need for Professional Teaming in Education and Health
  • Chapter Features
• Chapter 5
  • Ways to Structure Stories: Personal and Professional Frameworks
  • Ways to Structure Stories
  • Use of Children’s Literature
  • Differences Between the Frameworks of Story and Theory
  • Professional Stories of Health Education
  • My Professional Philosophy
  • My Personal Philosophy
  • Philosophy of How to Educate for Health
  • Multiple Professional Perspectives in Health
  • My Interpretation of the Ecological Model
  • Principles of Practice: The Contextual Model of Human Expertise
  • Human Beings as Human Doings
  • Curriculum as Text
  • Historical and Philosophical Perspectives of Curriculum
  • Issues of Quality Are a Pattern: Standards and Evidence
  • Aesthetics Help Build Curriculum Thinking
  • Chapter Features
• Chapter 6
  • Ways to Design: Curriculum and Pedagogical Frameworks
  • Epistemology of Constructivism and Its Relationship to Pedagogy
  • Pedagogical Content Knowledge
  • Evidence-Based Instructional Strategies Are Tools and Patterns for All Disciplines
  • Theoretical Mapping of Three Learning Zones in Educating for Health
  • Chapter Features
• Chapter 7
  • Ways to Build Relationships Between People and Their Ideas
  • Relationships With People
  • Plans for Reflective Practice
  • Contextual Issues of Space and Place
  • A River Runs Through You
  • Relationships Matter
  • Informed Learning Episodes
  • Professional Practices That Support a Relational Pedagogy: We Need Each Other
  • Relationships Take Work
  • Role of Schools in Building a Safe and Supportive Environment for Learning
  • Chapter Features
• Epilogue
• References
• Index
• About the Author

Audiences

Text for health education, physical education, and classroom preservice teachers and also for elementary educators, teacher educators, and graduate course instructors and students.