Abstract
A common approach to promoting improvements in school health instruction involves development and dissemination of new curricula and teaching materials. Ironically, potential effects of innovative materials on student outcomes and actual teacher instructional practices rarely are considered important in decisions concerning use of new material. This study examined the impact of a new curricular innovation, the Giant Texas SmokeScream (GTSS), on 512 middle grade students' knowledge, perceptions, and behavioral intent about smoking. The data provided a basis for discussion of what Rogers labeled "pro-innovation bias." Data indicated the program had no effect on students. The GTSS program itself, although popular with schools, was questioned as being atheoretical in its approach to health education and ineffective in its outcomes. These data illustrate the need for programs to be based on sound theory and evaluated rigorously prior to general adoption. Additionally, program evaluations focused solely on student effects are insufficient in their assessment of adoption and implementation practices.
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