LEADER 04159oam 2200709I 450 001 9910956992903321 005 20251117092815.0 010 $a1-136-31702-3 010 $a0-203-11979-7 010 $a1-283-86225-5 010 $a1-136-31703-1 024 7 $a10.4324/9780203119792 035 $a(CKB)2670000000299353 035 $a(SSID)ssj0000831376 035 $a(PQKBManifestationID)11453257 035 $a(PQKBTitleCode)TC0000831376 035 $a(PQKBWorkID)10872774 035 $a(PQKB)11624469 035 $a(MiAaPQ)EBC1092793 035 $a(Au-PeEL)EBL1092793 035 $a(CaPaEBR)ebr10632367 035 $a(CaONFJC)MIL417475 035 $a(OCoLC)823387069 035 $a(OCoLC)823730662 035 $a(FINmELB)ELB135477 035 $a(EXLCZ)992670000000299353 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe implementation of health promoting schools $eexploring the theories of what, why and how /$fedited by Oddrun Samdal and Louise Rowling 205 $a1st ed. 210 1$aMilton Park, Abingdon, Oxon ;$aNew York :$cRoutledge,$d2013. 215 $axviii, 165 p. $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-415-52554-3 311 08$a0-415-52558-6 320 $aIncludes bibliographical references and index. 327 $apt. 1. Theory base for implementation of health promoting schools -- pt. 2. Case studies -- pt. 3. Conclusions. 330 $aDeveloping a 'healthy school' has been a key aim for many schools across the globe, yet achieving successful implementation and sustaining the positive benefits has proven to be challenging. In this much-needed text, the contributors draw upon their wide range of international expertise and experience to demonstrate how guidelines can best be implemented by building upon scientific knowledge of 'implementation theory', as well as empirically-based practice from health-promoting school initiatives. The Implementation of Health Promoting Schools articulates an evidence base for implementation that is centred on eight theorised implementation components, each of which is designed to help practitioners to utilise theory-based guidelines within the school as an organisational setting. This approach differs from more traditional implementation guidelines for pre-packaged programs, which are often only focused on providing guidance to an individual teacher in a classroom. ? Needs for further research to confirm and add to the identified components are also addressed. With contributions from leading experts around the world, this book is structured around three main sections: Part One: addresses the theory base for implementation of health promoting schools Part Two: provides examples through case studies Part Three: identifies directions for future developments. Authoritative, research-based and supported by examples from concrete practices in schools and governmental bodies at local and national level, this text provides guidance that is vital for future advancement of the field, and is essential reading for teachers, educational professionals and policy makers. It will also appeal to researchers, academics and undergraduate and postgraduate students studying whole school health practice and research. 606 $aSchool hygiene$vCross-cultural studies 606 $aHealth education$vCross-cultural studies 606 $aHealth promotion$vCross-cultural studies 606 $aSchool children$xHealth and hygiene 606 $aSchool environment$vCross-cultural studies 615 0$aSchool hygiene 615 0$aHealth education 615 0$aHealth promotion 615 0$aSchool children$xHealth and hygiene. 615 0$aSchool environment 676 $a371.7/1 701 $aRowling$b Louise$01878346 701 $aSamdal$b Oddrun$01105494 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910956992903321 996 $aThe implementation of health promoting schools$94491010 997 $aUNINA