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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

Testing Mediated Effects of a Sex Education Program on Youth Sexual Activity

Birch, Paul James 01 August 2011 (has links)
Empirical investigations have identified hundreds of factors that predict whether youth engage in sexual activity (YSA). To promote optimal health and the avoidance of unhealthy or problematic outcomes that can result from YSA, sex education programs have been extensively developed and evaluated. Many evaluations have identified the effect of the program on immediate outcomes such as attitudes and intentions, others have examined subsequent behavioral and health outcomes, and some have done both. The purpose of this study was to extend the evaluation literature by testing a mediated effects model. A sex education program was found to have significant immediate effects on several attitudinal factors that have been shown to predict YSA, and was shown to significantly reduce the incidence of sexual activity approximately one year after the program (OR = 0.534, p = .004). A mediating effects test showed that youth’s stated intentions to engage in sexual activity was a significant mediated effect (B = -0.182, Lower CI = -0.291, Upper CI = -0.073), suggesting that the program effects on sexual activity occurred through the immediate effect on intentions, which in turn was likely affected by program content, which changed other attitudinal factors such as values, efficacy, and knowledge. Using immediate changes on these mediating factors to predict the likelihood of YSA showed that accurate prediction was possible, with an overall prediction accuracy rate of 74%. It was easier to predict who was not going to engage in YSA (94% accuracy) than who would (35% accuracy). Further predictive analyses showed that a score of 4.12 (on a scale of 1 to 5) on agreement with the items comprising the mediating factors’ scales was a threshold point, with the likelihood of engaging in YSA rising sharply as a function of this score until that point, and score increases above that point resulting in minimal changes in the probability of YSA. The results of this study demonstrate that it is possible to reduce YSA, that intent to engage in YSA was a primary mediator, and that accurate prediction of eventual behavioral results is possible, based on analysis of immediate results.
32

The Effectiveness of Sex Education Programs in Virginia Schools: Teenage Pregnancy and Sexually Transmitted Disease Rates: A Comparison of Counties

Valimont, Amanda Story 14 December 2005 (has links)
There has been little scientific evidence to suggest that abstinence-only-until-marriage education programs are effective in preventing or reducing teenage pregnancy and sexually transmitted disease. There is also little scientific evidence to suggest that comprehensive sex education programs are as or more effective in preventing or reducing teenage pregnancy and sexually transmitted disease than their abstinence-only counterpart. The following study compares the teenage pregnancy and sexually transmitted disease rates among minors in Virginia that participate in abstinence-only programs with rates among minors participating in comprehensive sex education programs. I hypothesize that counties implementing comprehensive sex education programs in schools will typically have lower pregnancy and sexually transmitted disease rates among minors than counties implementing abstinence-only education programs. I test these hypotheses with data on the 16 Virginia counties and county equivalents which could be verified as having either comprehensive or abstinence-only sex education programs in public schools during 1998-2003. The data confirm the hypotheses. On average, comprehensive program counties showed greater declines in pregnancy rates among females aged 15-17 than abstinence-only program counties. Comprehensive counties experienced declines in Chlamydia and Gonorrhea rates among males and females aged 15-17, whereas abstinence-only counties' Gonorrhea and Chlamydia rates increased. These findings underscore the need for statewide -- indeed, nationwide -- public reporting of school systems' sex education program types to permit a more thorough comparison and evaluation of program outcomes. In the meantime, these results challenge Virginia advocates of abstinence-only education programs to empirically defend their claims. / Master of Science
33

Mississippi Sex Educators' Perceptions of Youth Sexuality

Pellegrine, Sarah Elizabeth 09 December 2016 (has links)
School-based sexuality education (SBSE) is an important and debated part of the sexual socialization of young people in the US. While existing literature addresses the sociological implications of SBSE at the policy and curriculum-level, little was previously known about the ways instructors carried out and made sense of sex education in their classrooms. In this study, I examine the relationship between how sex education instructors make sense of sex education and their understandings of youth and sexuality. I conducted 20 semi-structured interviews with sex education teachers in Mississippi public schools and used an inductive analysis approach to determine themes from the data. I find that teachers depart from the prescribed curriculum, or go off-script, to address their functional and ideological concerns in the classroom. Where teachers translate their own ideologies about youth and sexuality into instruction, these ideologies serve to reproduce social inequality by gendering, racializing, and classing instruction.
34

THE INSTITUTIONALIZATION OF SEX EDUCATION IN ONTARIO PUBLIC SCHOOLING: A STUDY IN TECHNOCRATIC POLICY-MAKING, 1955–1988

Brenyo, Brent January 2020 (has links)
This dissertation argues that mid-century liberalism provided the philosophical rational and basis for sex education, and that sex education was cumulatively institutionalized as part of Ontario public schooling between 1955 and 1988 as the result of incremental, technocratic policy-making. School-based sex education – an extension of the welfare state – was a technocratic solution to socio-sexual problems such as venereal disease and teenage pregnancy. Sex education was conceptualized as a program of disease prevention and health promotion with the added objective of promoting sexual responsibility amongst students. While school-based sex education was ostensibly a form of sexual regulation, it also conformed to the purpose of liberal education: the development of the critical autonomous capacity of each and every individual student. The sex education that students received, therefore, was a medico-scientific study of sex that stressed prevention and early treatment, but which also emphasized the centrality of individual choice in place of the imperatives of a single standard of behaviour or morality. Sex education policy was shaped by a succession of incremental changes to better remedy both longstanding and emerging socio-sexual problems. When AIDS education was mandated for the 1987–88 school year in response to the AIDS crisis, sex education was further institutionalized. This decision, however, was only reached as a result of the past three decades worth of technocratic policy-making. Social scientific studies had provided evidence, albeit limited, of sex education’s effectiveness in ameliorating socio-sexual problems and reducing government spending. Moreover, empirical evidence indicated that most Ontarians were accepting of sex education – or at worst apathetic about it. While mandating AIDS education was the result of a catalyst, it did not represent a major shift in sex education policy when looked at over the longue durée. AIDS education was largely built upon established policy. By 1988, many aspects of contemporary sex education policy had been established. Ultimately, the ministry’s sex education policy reflected its burgeoning technocratic liberalism amidst an increasingly secular, pluralistic, and sexually permissive society. As a result of incremental, technocratic policy-making between 1955 and 1988, sex education – under conditions of liberal modernity – was institutionalized as part of Ontario public schooling. / Dissertation / Doctor of Philosophy (PhD)
35

Současná diskuse o sexuální výchově v České republice a stanovisko Římskokatolické církve k této problematice / The Current Discussion about Sex Education in the Czech Republic and the Roman Catholic Church's View on This Issue

Procházková, Petra January 2014 (has links)
This work deals with sex education in the Czech Republic and Roma Catholic's concept of sex education. The first part is focused on concept of sexuality, the definition of sex education, its objectives, principles and methods in relation to the concept of education institutions and selected experts. It also includes a description of the historical context of the development of education. The second part is devoted to the Roman Catholic's view of human sexuality, sexual pedagogy, the role of parents in sex education, its principles and methods. The last part is focused on comparing of the Roman Catholic's concept of sex education with the opinion of experts and educational institutions in the Czech Republic. Powered by TCPDF (www.tcpdf.org)
36

Sexuální výchova a křesťanství se zaměřením na ČR / Sex Education and Christianing Focused on Czech Republic

Procházková, Petra January 2013 (has links)
UNIVERZITA KARLOVA V PRAZE EVANGELICKÁ TEOLOGICKÁ FAKULTA Sexuální výchova a křesťanství se zaměřením na ČR DIPLOMOVÁ PRÁCE Autor: Petra Procházková Katedra: Katedra religionistiky Vedoucí práce: Doc. Pavel Hošek, ThD. Studijní program: Teologie Studijní obor: Humanitární a pastorační práce Rok vydání: 2012 This work deals with sex education, and Christianity in the Czech Republic. The first chapters are focused on basic concepts that are related to sex education, sex education definition, the concept of sex education, its levels, principles and objectives. The introduction of sex education is a description of its historical context. The second half is devoted to Christian churches view on sexual education, Christian values, Christian principles and the principles of sex education, the specific forms and documents of the Church, who by this subject. The last part is focused on comparing the Christian concept of sex education with the opinion of experts of different professions, whose gaze is focused mainly on sex educaion in educational institutions.
37

Laying the Foundation for New Approaches in Evidence-Based Sex Education Curriculum Programs: A Family Life Policy Change

Prosser, Rina Marie 01 January 2015 (has links)
The teen pregnancy rate in Henry County, Tennessee has increased over the years. The purpose of this project was to develop an evidence-based family life education policy for possible adoption by the board of education to address the persistent high teen pregnancy rate for girls aged 15-17 in the county. This present study resulted in a revised policy that was based on a comprehensive policy termed Abstinence-Centered Plus Contraception. An 18-member collaborative, organizational, and community project team, made up of community leaders, nurses, counselors, teachers, and students, assisted in the development and adoption of the policy, practice guidelines, and the development of implementation and evaluation plans for the newly adopted policy. The theoretical framework was based on the social, cognitive, and behavior change theories. The program logic model served as a framework to monitor its progress. Existing peer-reviewed literature, including research studies, state and national teen pregnancy prevention projects and curriculum, and publicly available statistics, were gathered and reviewed by the project team as background to be used for developing and changing policy at the institutional level. Project monitoring involved tracking processes surrounding policy and practice guideline development and adoption, as well as implementation and evaluation plan development for the adopted policy and whether these processes progressed as the empirically-derived teen pregnancy prevention projects should when changing sex education policy at the organizational level. This project resulted in policy adoption and developing a policy implementation and evaluation plan to be disseminated within a county school system that could decrease teen pregnancy rates and demonstrate positive outcomes.
38

Sexual Education across the United States: Are we doing it right?

Horne, Emily A 01 January 2015 (has links)
Since the early 20th century, students across the United States have been learning sexual education in public classrooms. Although American society has made many advancements and social changes since then, the curriculum of sexual education has remained stagnant. It continues to stress the concept of “social hygiene,” promoting white, heterosexual norms while demoralizing adolescent sexuality (McCarty-Caplan 2013). Since the 1980’s, the federal government has created three federally funded programs to promote abstinence-only sexual education. Although there are no federal laws or policies that dictate states or districts must provide sexual education, the programs have pressured the boards and districts to teach what the federal government is promoting. Most importantly, these ideologies are being pushed on to the government by the Religious Right. This study examines the attitudes towards sexual education and the attitudes towards topics that are associated with the curriculum. The findings imply that religion and political identification play the largest role in influencing these attitudes, which explains the current state of sexual education.
39

The efficacy of single-sex education: testing for selection and school quality effects

Roberson, Amy Ellen 22 October 2010 (has links)
To address potential selection and school quality effects in tests of the efficacy of single-sex schools, the achievement of girls attending a public single-sex magnet middle school (N = 122) was compared to that of two samples: (a) girls who applied to but were waitlisted at the single-sex school (N = 236) and (b) girls who applied to and attended a coeducational magnet school (N = 134). Once selection and school quality effects were taken into account, the students in the single-sex and coeducational schools performed equally well. Furthermore, results suggest that student achievement is more strongly influenced by the quality of the school than its gender composition. Implications for research and social policy are discussed. / text
40

Argumentation Used in the Sex Education Issue in the Dallas Independent School District

Ingalls, Arthur Bradford 12 1900 (has links)
The primary purpose of the study was to identify and describe the arguments used in the sex education controversy in the Dallas Independent School District. The issue was examined as a debate and as a social movement promoted and resisted by community rhetoricians. Arguments were elicited from interviews with rhetoricians on both sides of the issue.

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