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Pedagogy in Health Promotion
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Pedagogy in Health Promotion

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

Editor


eISSN: 23733802 | ISSN: 23733799 | Current volume: 3 | Current issue: 3 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
Editorial Board
Bojana Beric-Stojsic, MD, PhD, MA, CHES Long Island University, USA
David A. Birch, PhD, MCHES The University of Alabama
Jean Breny, PhD, MPH Southern Connecticut State University, USA
Kelli R. Brown, PhD, CHES Georgia College & State University, USA
Adriana Cavalcanti de Aguiar, EdD, MD, MPH, EdM Oswaldo Cruz Foundation, Brazil
Jody Early, PhD, MS, MCHES University of Washington, Bothell, USA
Reginald Fennell, PhD, MCHES Miami University, USA
Sue Forster-Cox, PhD, MPH, MCHES New Mexico State University, USA
Mary Gallant, PhD, MPH University at Albany, SUNY, USA
Patrizia Garista, PhD University of Perugia, Italy
Amar Kanekar, PhD, MPH, MB, MCHES, CPH University of Arkansas at Little Rock, USA
Alyssa Lederer, MPH, CHES Indiana University, USA
Leslie McBride, PhD Portland State University, USA
Pradeep Nair, PhD, MA Central University of Himachal Pradesh, India
Leah C. Neubauer, EdD, MA Northwestern University, USA
Joyce Nyhof-Young, PhD, MSc University of Toronto, Canada
Sarah E. Pember, MT, CHES The University of Alabama
Krishna Regmi, PhD, MPH, MMEd University of Bedfordshire, UK
Kathleen Roe, DrPH, MPH San José State University, USA
Denise Seabert, PhD, MCHES Ball State University, USA
Jim P. Stimpson, PhD City University of New York, USA
Jody Vogelzang, PhD, MS, MAT, RDN, LD, CHES Grand Valley State University, USA
Editorial Manager
Jeanine Robitaille, MS Society for Public Health Education, USA

For instructions on how to submit an article to Pedagogy in Health Promotion, click here.

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