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dc.contributor.authorGoldman, Julietteen_US
dc.contributor.editorProfessor Frances Brillen_US
dc.date.accessioned2017-04-24T09:02:11Z
dc.date.available2017-04-24T09:02:11Z
dc.date.issued2010en_US
dc.date.modified2010-08-02T07:18:22Z
dc.identifier.issn00131881en_US
dc.identifier.doi10.1080/00131881003588287en_AU
dc.identifier.urihttp://hdl.handle.net/10072/33150
dc.description.abstractBackground: Teachers of sexuality education can often be uncertain about what theoretical basis and pedagogical strategies to use in their teaching. Sexuality educational programmes designed by teachers can often show few evident theoretical principles that have been applied in its construction. Thus, there seems to be a dearth of evidence of ways in which teachers can use appropriate theoretical foundations in their planning and teaching in sexuality education. Purpose: This paper aims to suggest a way of providing such an appropriate theoretical framework for sexuality education teachers of young people aged 7-15 years of age. Analysis: Age-appropriate primary and middle school pedagogies based on two integrated educational theories, namely Anderson and Krathwohl's theoretical framework of learning and teaching, with Verbal Linguistic Intelligence from Gardner's Multiple Intelligences, were analysed and evaluated. Key considerations were the earlier maturing of girls and boys, findings from relevant literature about children and young people's cognitive capacities, as well as the relevance of curriculum content for upper primary and middle school students, and the concomitant need for better and earlier sexuality education. Conclusion: This approach, integrating Anderson and Krathwohl's theoretical framework of learning and teaching, with Gardner's Multiple Verbal Linguistic Intelligence, may be useful to assist health and sexuality education teachers in identifying and anchoring pedagogies in a more theoretically structured manner, thereby enhancing the quality of their sexuality education planning and teaching.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom81en_US
dc.relation.ispartofpageto99en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalEducational Researchen_US
dc.relation.ispartofvolume52en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleSexuality education for young people: a theoretically integrated approach from Australiaen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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