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The Diabetes Educator

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Health Promotion Practice
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Comparing the Efficacy of Permanent Classroom Teachers to Temporary Health Educators for Pregnancy and HIV Prevention Instruction

Eric M. Anderman, PhD

The Ohio State University in Columbus, Ohio

Derek R. Lane, PhD

College of Communications and Information Studies, University of Kentucky in Lexington, Kentucky

Rick Zimmerman, PhD

University of Kentucky and Pacific Institute for Research and Evaluation Louisville (Kentucky) Center in Louisville, Kentucky

Pamela K. Cupp, PhD

Pacific Institute for Research and Evaluation in Louisville, Kentucky, and University of Kentucky in Lexington, Kentucky

Valerie Phebus, MS

University of Kentucky Children's Hospital in Lexington, Kentucky

Ninth grade health education classrooms were randomly assigned to conditions in which a 14-lesson unit on HIV and pregnancy prevention was provided either by the permanent classroom teacher or by a temporary health educator. Student data were collected prior to the lessons and approximately 3 weeks after the completion of the unit. Results indicate that students who learned the unit from the classroom teacher reported that that the instructor was more likeable and credible and that the classrooms were more motivational. Sexually active adolescents with regular classroom teachers reported greater increases in frequency of class discussion.

Key Words: HIV prevention • pregnancy prevention • health education • adolescent health

This version was published on October 1, 2009

Health Promotion Practice, Vol. 10, No. 4, 597-605 (2009)
DOI: 10.1177/1524839907309375
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