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Pedagogy in Health Promotion

Pedagogy in Health Promotion

An Official Publication of the Society for Public Health Education
The Scholarship of Teaching & Learning

eISSN: 23733802 | ISSN: 23733799 | Current volume: 6 | Current issue: 2 Frequency: Quarterly

Subscribe to the 2016 Institutional Package for Health Education & Behavior, including Pedagogy in Health Promotion.

Pedagogy in Health Promotion: The Scholarship of Teaching and Learning (PHP) advances pedagogy through contributions in areas such as curriculum and course/program design, assessment, and administration relevant to teaching and learning. The content of the journal is especially relevant to instructors or trainers who provide continuing professional education, in the broad arena of health promotion and disease prevention. The quarterly journal welcomes works addressing the art and science of teaching and learning, and how it contributes to the formation and ongoing development of the health promotion professional working in any site and with a range of populations.

Types of original research, descriptive best practices, commentaries, coaching articles, and thoughtful questions and ideas related to pedagogy considered by this journal include:

  • the linkage of the scholarship of teaching and learning to best practice in academic formation of health education specialists.
  • works by health professionals involved in teaching subjects related to health promotion, health education, public health and health care, especially related to population health.
  • quantitative or qualitative evaluation of the effectiveness of teaching modalities by educators in K-12 schools and at universities.
  • descriptive studies on how the curriculum meets public health and health education specialists’ competencies.
  • innovation for improved outcomes in the range of students’ experiential learning.
  • projects to meet the needs of a knowledgeable, skilled, and ethical public health and health care workforce.
  • innovation in using technology in the teaching/learning process.
  • works that present examples of alignment among research, teaching, and practice in the health promotion, public health, and health care fields.
  • issues related to academic or program administration, finance, policies, culture or climate that affects the teaching and learning environment.

Pedagogy in Health Promotion: The Scholarship of Teaching and Learning is one of three peer-reviewed journals published by the Society for Public Health Education (SOPHE). Others include Health Education & Behavior and Health Promotion Practice. PHP is the first major journal dedicated to the broad topic of pre-service and continuing education of health professionals involved in health promotion and public health.

Pedagogy in Health Promotion: The Scholarship of Teaching and Learning (PHP) advances pedagogy through contributions in areas such as curriculum and course/program design, assessment, and administration relevant to teaching and learning. The content of the journal is especially relevant to instructors or trainers who provide continuing professional education, in the broad arena of health promotion and disease prevention. The quarterly journal welcomes works addressing the art and science of teaching and learning, and how it contributes to the formation and ongoing development of the health promotion professional working in any site and with a range of populations.

Types of original research, descriptive best practices, commentaries, coaching articles, and thoughtful questions and ideas related to pedagogy considered by this journal include:

  • the linkage of the scholarship of teaching and learning to best practice in academic formation of health education specialists.
  • works by health professionals involved in teaching subjects related to health promotion, health education, public health and health care, especially related to population health.
  • quantitative or qualitative evaluation of the effectiveness of teaching modalities by educators in K-12 schools and at universities.
  • descriptive studies on how the curriculum meets public health and health education specialists’ competencies.
  • innovation for improved outcomes in the range of students’ experiential learning.
  • projects to meet the needs of a knowledgeable, skilled, and ethical public health and health care workforce.
  • innovation in using technology in the teaching/learning process.
  • works that present examples of alignment among research, teaching, and practice in the health promotion, public health, and health care fields.
  • issues related to academic or program administration, finance, policies, culture or climate that affects the teaching and learning environment.

Pedagogy in Health Promotion: The Scholarship of Teaching and Learning is one of three peer-reviewed journals published by the Society for Public Health Education (SOPHE). Others include Health Education & Behavior and Health Promotion Practice. PHP is the first major journal dedicated to the broad topic of pre-service and continuing education of health professionals involved in health promotion and public health.

Editor-in-Chief
Cheryl R. Merzel, DrPH, MPH New York University College of Global Public Health, USA
Editorial Board
Melissa (Moose) Alperin, EdD, MPH, MCHES Emory University, USA
Kelly M. Bentley, PhD, MPH University of Maine at Farmington, USA
Devin C. Bowles, PhD, MA Australian National University and Council of Academic Public Health Institutions Australasia (CAPHIA)
Marguerite C. Sendall, PhD, MHSc, IUHPE, RHPP Queensland University of Technology, Australia
Jody Early, PhD, MS, MCHES University of Washington Bothell, USA
Michael Fagen, PhD, MPH Northwestern University, USA
Amy Hedman-Robertson, PhD, MS University of St. Thomas, USA
Tyler G. James, MS, CHES University of Florida, USA
Heather Lysbeth Henderson, EdD West Virginia University, USA
Pradeep Nair, PhD, MA Central University of Himachal Pradesh, India
Krishna Regmi, PhD, MPH, MMEd University of Bedfordshire, UK
Ronica Rooks, PhD, MA University of Colorado, Denver, USA
Gayle Walter, PhD, CHES University of Iowa, USA
Editor Emeritus
Editorial Manager
Jeanine Robitaille, MS Society for Public Health Education, USA
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