TY  - JOUR
PY  - 2007//
TI  - Primary grade teachers' perceptions and practices regarding pedestrian safety education
JO  - Journal of school health
A1  - Lartey, Grace K.
A1  - Price, J. H.
A1  - Telljohann, S. K.
A1  - Dake, Joseph A.
A1  - Yingling, Faith
SP  - 265
EP  - 272
VL  - 77
IS  - 5
N2  - Background: Pedestrian injury is the third leading cause of unintentional injury and death among children 1-14 years old. The purpose of this study was to examine primary grade teachers' perceived role in pedestrian safety education. Methods: A total of 630 surveys were sent to a national random sample of primary school teachers and 54% responded. Results: The results of the study found that 85% of primary grade teachers believed it was extremely important or important to teach pedestrian safety. Forty percent of the teachers identified that they had been teaching pedestrian safety for more than 1 year (maintenance stage), whereas 1 in 3 teachers had never thought about (precontemplation stage) teaching pedestrian safety to their students. Eighty-eight percent of primary grade teachers were very confident about teaching students how to safely cross the street, where to safely cross the street (87%), when to safely cross the street (86%), and how to safely walk along streets with sidewalks (83%). An examination of how pedestrian safety information was presented found that a plurality (39%) of the teachers who taught pedestrian safety presented information through classroom discussion. Also, 46% of the teachers who taught pedestrian safety identified the following as the most common curriculum content: when to safely cross the street (46%), how to safely cross the street (45%), and where to safely cross the street (43%). Conclusions: Only 16% of primary school teachers reported pedestrian safety education was required for their grade levels. Yet, pedestrian safety education decreases pedestrian-related deaths. Therefore, it is important for schools and primary grade teachers to expose their students to this essential topic.<p />  <p>Language: en</p>
LA  - en
SN  - 0022-4391
UR  - http://dx.doi.org/10.1111/j.1746-1561.2007.00202.x
ID  - ref1
ER  -