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Abstinence Education: Creating Evaluation Criteria and Evaluating Curriculum

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dc.contributor.author Keitel, Robert S.
dc.date.accessioned 2019-11-15T15:53:58Z
dc.date.available 2019-11-15T15:53:58Z
dc.date.issued 2004
dc.identifier.citation R.S. Keitel, "Abstinence Education: Creating Evaluation Criteria and Evaluating Curriculum", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2004. en_US
dc.identifier.uri https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4304
dc.description This thesis is being archived as a Digitized Shelf Copy for campus access to current students and staff only. We currently cannot provide this open access without the author's permission. If you are the author of this work and desire to provide it open access or wish access removed please contact the Wahlstrom Library to discuss permission. en_US
dc.description.abstract This study created evaluation criteria using the A-H federal abstinence education guidelines (originally part of the Welfare Reform Act of 1996). It examined each guideline to identify its uniqueness vis-a-vis the other seven guidelines, investigating specifically the cognitive, emotional, behavioral, developmental, and normative nature of the guidelines. This was supplemented by an overarching exploration of whether the focus of a particular guideline was centered on the individual or the larger society. Current research was then used to thoroughly analyze the underlying principles and importance of each guideline. A strong emphasis of this study was placed on exploring the term "expected standard" used twice in the Federal Guidelines; first when discussing abstinence for all school children, and secondly, when discussing human sexuality in the context of a mutually faithful monogamous marriage. In conclusion, summary bullet points highlighted 37 specific attributes that, according to this study, should be part of any abstinence education textbook that would be used in programs seeking federal abstinence education funding. Next, A.C. Green's Game Plan Abstinence Program curriculum was evaluated, both generally (using the evaluation criteria) and specifically (using the summary bullet points). The overall evaluation cited 369 references from Game Plan. Each was categorized according to its relationship to one of the Federal Guidelines and graded using a three-tier grading scale. Finally, each summary bullet point was rephrased in the form of a question. Then in responding to those 37 questions, an in-depth explanation supported by appropriate citations from Game Plan was provided. The formative nature of this study meant that, when appropriate, suggestions for improvement were integrated into this phase of the evaluation. en_US
dc.language.iso en_US en_US
dc.subject Abstinence education en_US
dc.subject Education en_US
dc.title Abstinence Education: Creating Evaluation Criteria and Evaluating Curriculum en_US
dc.type Thesis en_US
dc.institute.department School of Education en_US
dc.institute.name University of Bridgeport en_US

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