The Development, Implementation, and Evaluation of an Education-Based Health Promotion Social Media Campaign Targeting Elementary Educators
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Elementary teachers are currently facing the untenable position of needing to do more with less following the educational disruptions of the COVID-19 pandemic. The School of Health Studies (SHS) LEARN Lab is an open-access, evidence-based health resource repository designed to support teachers who are experiencing educational gaps among students in their classrooms. One strategy to increase the uptake of resources is through a health promotion social media campaign, specifically on Instagram and TikTok—two of the largest social media platforms used by teachers to seek out educational resources. As such, the purpose of this study was to develop, implement, and evaluate the effectiveness, based on key performance indicators (i.e., reach and engagement), of an 8-week health promotion social media campaign to increase engagement with the SHS LEARN Lab’s open access resource repository. Overall, the campaign was successful in increasing uptake of the LEARN Lab’s resources. Reach and engagement rates across platforms were above average, and a statistically significant difference between the reach rate across platforms was found during the campaign ( t (14) = 6.189, p < .001). Further, there was a statistically significant increase in average engagement rate on Instagram from baseline to during campaign ( t (7) = 6.871, p < .001). This study offers a template for future campaigns to follow when developing, implementing, and evaluating health promotion social media campaigns. Health promoters and decision-makers in the educational sector should consider social media as a cost-effective and feasible mechanism to increase teacher-specific supports.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it