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School Climate and Implementation of a Preventive Intervention

Đã lưu trong:
Xuất bản năm:American Journal of Community Psychology vol. 40, no. 3-4 (Dec 2007), p. 250-260
Tác giả chính: Gregory, Anne
Tác giả của công ty: The Metropolitan Area Child Study Research Group
Tác giả khác: Henry, David B, Schoeny, Michael E
Được phát hành:
Blackwell Science Ltd.
Những chủ đề:
Adolescent
Curriculum
Humans
Schools
Social Environment
Teaching > methods
Violence > prevention & control
School violence
Prevention
Intervention
Social psychology
Studies
Student teacher relationship
Information dissemination
Teachers
Leadership
Program implementation
School environment
Contextual effects
Ecological studies
Prevention programs
Climate
Psychosocial factors
Dissemination
Implementation
Truy cập trực tuyến:Citation/Abstract
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Bài tóm tắt:Although there has been wide dissemination of research-based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in implementation of a violence prevention intervention across three school years. Using multi-level modeling, the study found that teacher-reported support between staff and among teachers and students predicted higher average levels of implementation. Teacher-reported administrative leadership predicted greater growth in implementation across 3 years. Findings offer implications for an ecological model of program implementation that considers school-level contextual effects on adoption and sustainability of new programs in schools. [PUBLICATION ABSTRACT]   Although there has been wide dissemination of research-based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in implementation of a violence prevention intervention across three school years. Using multi-level modeling, the study found that teacher-reported support between staff and among teachers and students predicted higher average levels of implementation. Teacher-reported administrative leadership predicted greater growth in implementation across 3 years. Findings offer implications for an ecological model of program implementation that considers school-level contextual effects on adoption and sustainability of new programs in schools.
số ISSN:0091-0562
1573-2770
DOI:10.1007/s10464-007-9142-z
Nguồn:Science Database