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TitleThe Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors
LanguageEnglish
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Total Pages131
Table of Contents
                            Brigham Young University
BYU ScholarsArchive
	2012-06-07
The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors
	Karen D. Hill
		BYU ScholarsArchive Citation
Title Page
Abstract
Acknowledgements
Table of Contents
List of Tables
List of Figures
Chapter 1: Introduction
Chapter 2: Literature Review
	Social Impact of Early Sexual Debut
	Sources of Adolescent Sexuality Information
	Evolution of Sexuality and Relationship Education
	Principles of Effective Prevention Programs
	Measuring Teacher Effectiveness
		Public schools.
		Sexuality education.
	Characteristics of Agents of Delivery
	Pedagogical Styles of Agents of Delivery
Chapter 3: Research Methods
	Sample
	Study Design
	Research Process
	Data Analysis
	Individual Case Analyses
		Presenters.
	Cross Case Analyses
	Differentiation of Presenter Effectiveness
	Demographics
		Other important traits.
	Central Themes
		Who they are: mastery experiences.
			Best.
			Good.
			Best.
			Good.
			Best.
			Good.
		Who they are: personal conviction about the message.
			Best.
			Good.
			Best.
			Good.
		What they know: passionate delivery.
			Best.
			Good.
			Best.
			Good.
			Best.
			Good.
			Best.
			Good.
			Best.
			Good.
			Best.
			Good.
			Best.
			Good.
		What they care about: student impact.
			Best.
			Good.
	Effective Abstinence Education Instructor Model
Chapter 4: Discussion
Conclusion
References
Appendix A: Interview Guide
Appendix B: Consent To Be An Interview Participant
Appendix C: Individual Case Analyses
Tables
	Table 1
	Table 2
	Table 3
Figures
	Figure 1
	Figure 2
                        
Document Text Contents
Page 1

Brigham Young University
BYU ScholarsArchive

All Theses and Dissertations

2012-06-07

The Personal Characteristics and Pedgagogical
Styles of Effective Abstinence Education
Instructors
Karen D. Hill
Brigham Young University - Provo

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57

Mike:

material and then now you got it in your head, now you just need to add in your own self and you

may not stick around, for whatever reason, maybe they move, maybe they have other challenges.

But experience, the more you do it, the better you get, the more effective you get, I think.

Being able to perceive student classro

mentioned by many of the presenters. Their acute attentiveness to the dynamics of class

discussions, comments, participation and body language were clues to immediately adjust the

classroom activities so more students would attend. They acknowledged that being a presenter

the capacity they possess to control the attention of the students in order to maintain optimum

class engagement.

Best.

Nate:

but I think being . . . seeing at the least, t

handle that or diffuse the situation.

But then also, like I mentioned, the willingness to be open with these kids, the

willingness to be vulnerable.

do it with them. I think that, that right there, they can see that and I think that tears down a lot of

walls.

ose walls down. Once you get those walls down, easy going,

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58

Tina:

they say, I try to pick up on and see.

Ann: In teaching style, I like to be animated, enthusiastic, dramatic.

some degree. And I think that they find it entertaining. But all the way down to little things, like

outf And that works in my favor I think.

Good.

Karly: Teaching method, would again, be being an entertainer.

know, it feels like you are always on stage. You know there is no down time when you are a

teacher. So that would be it probably, entertaining,

educational.

There seems to be a dynamic interaction as well as a balanced state or equipoise that the

with their students. To illustrate, the progression of a

comments: a professionally dressed presenter greets students as they enter the classroom, is

conversation

The presenter

confidently conducts the opening remarks of the workshop, perhaps setting a relaxed tone with

The instructor

embarks on the lesson plan and tries to establish a safe, respectful and relatable atmosphere by

of crap or if you are really there for them. The teacher

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122

Figure 1. Association of Six Dimensions of Effective Teaching and Findings on Effective

Abstinence Instructors

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123

Figure 2. Effective Abstinence Education Instructor Model

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