Dissertation/Thesis Abstract

Unheard Voices: Georgia Middle School Sexuality Educators and Their Experiences with Curriculum and Professional Learning
by Wallin, Alice Suzanne, Ed.D., Piedmont College, 2019, 265; 22617663
Abstract (Summary)

The purpose of this study was to present the perspectives of middle school sexuality educators. The problem consisted of two areas. First, the Georgia Department of Education did not have a transparent district record of who was teaching the sexuality education curriculum and what curriculum was being offered. Second, there were limited opportunities for sexuality educators to receive professional learning in their content. This study was a mixed method multiple case study. The researcher collected and analyzed data from school districts and interviewed teachers who had experience in sexuality education professional learning. Quantitative findings included the realization that a large number of rural districts were not teaching sexuality education even though it is required by law. Other quantitative findings pertained to curriculum choice, such as abstinence being taught more often than comprehensive. Qualitative findings included the shared perspective that professional learning can impact and affect the teacher in areas of communication, self-efficacy, and instruction and impact the curriculum making it more attainable and rigorous.

Indexing (document details)
Advisor: Moody, Michael
Commitee: Griffin, Kimberly, Welch, Jeffery
School: Piedmont College
Department: School of Education
School Location: United States -- Georgia
Source: DAI-A 81/2(E), Dissertation Abstracts International
Subjects: Sexuality, Public Health Education, Teacher education, Curriculum development, Middle School education
Keywords: Curriculum, Georgia, Mixed methods, Professional learning, Sexuality education
Publication Number: 22617663
ISBN: 9781085652520
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