The final, formatted version of the article will be published soon.
ORIGINAL RESEARCH article
Front. Public Health
Sec. Public Health Education and Promotion
Volume 12 - 2024 |
doi: 10.3389/fpubh.2024.1441326
DEVELOPMENTAL EVALUATION OF HEALTHY FUTURES OF TEXAS' PUBERTY CURRICLULM: ON MY WAY
Provisionally accepted- 1 Northwestern University, Evanston, United States
- 2 Healthy Futures of Texas, San Antonio, Texas, United States
Background: This paper will describe a developmental evaluation of a pilot of a puberty curriculum that was implemented in grades four to six in San Antonio, Texas. The pilot evaluation assessed the initial feasibility and acceptability of curricular components. The developmental evaluation framework guided the questions in an ever-changing environment where new tools were created as the situation called for them (Dupuis et al. 2013).Methods: The evaluation team utilized purposive sampling methods, surveys, and facilitator notes to guide the collaborative process. Both Google and Microsoft platforms were used for analysis and collection of findings.Results: Facilitator notes and surveys revealed that while comfortable leading sessions, there were still issues in timing and student comprehension. From a student's point of view, while many (60%) reported feeling uncomfortable during lessons, a greater majority (80%) reported learning something from the sessions. Conclusion: Developmental evaluation was a crucial piece of the pilot sessions and revision process despite any limitations. A user-focused and adaptable evaluation generated greater opportunities for positive change within the curriculum and its delivery.
Keywords: developmental evaluation, puberty education, Adolescent, curriculum & instruction, Pilot program
Received: 30 May 2024; Accepted: 09 Sep 2024.
Copyright: © 2024 Schormann, Betori and Neubauer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Elizabeth Schormann, Northwestern University, Evanston, United States
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.