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An evaluation of the fidelity of implementation of a school-based drug abuse prevention program: Project Toward no Drug Abuse (TND)

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JOURNAL OF DRUG EDUCATION 2005年第4期35卷 305-329页

作者： Skara, Silvana Rohrbach, Louise Ann Sun, Ping Sussman, Steve Univ So Calif Inst Hlth Promot & Dis Prevent Res Dept Prevent Med Keck Sch Med Alhambra CA 91803 USA

This article provides an implementation fidelity evaluation of the fourth experimental trial of Project Towards No Drug Abuse (TND). Two theoretical content components of the curriculum were examined to increase our understanding of the active ingredients of successful drug abuse prevention programs. A total of 18 senior high schools were randomly assigned by block to receive one of three conditions: cognitive perception information curriculum, cognitive perception information + behavioral skills curriculum, or standard care (control). These curricula were delivered to both regular and continuation high schools students (n = 2331) by trained project health educators and regular classroom teachers. Across all program schools, the two different curricula were implemented as intended, were received favorably by students, and showed significant improvements in knowledge specific to the theoretical content being delivered. This pattern of results suggests that the experimental manipulations worked as intended, and thus, permit the attribution of future behavioral outcome differences between conditions to differences in content of Project TND material provided rather than to differences in the fidelity of delivery, Further, our findings indicate that Project TND can be implemented effectively with low and high risk youth in a general environment as well as with high risk youth in a more specialized environment.

关键词： program implementation Drug Abuse Prevention High School Students Secondary School Curriculum High Risk Students Student Attitudes Drug Use program Effectiveness program Evaluation

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implementation effects of a program for the training of coaching skills with school principals

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SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT 1998年第2期9卷 135-156页

作者： Veenman, S Visser, Y Wijkamp, N Univ Nijmegen Dept Educ Sci NL-6500 HE Nijmegen Netherlands

In this study, the implementation effects of a program for the training of coaching skills to Dutch primary school principals are described. Coaching is a form of in-class support intended to provide teachers with feedback on their own functioning, and thereby to stimulate self-reflection and self-analysis in order to improve instructional effectiveness. To assist school principals in their attempts to coach teachers, a training program was designed and evaluated. Based on the pre- and post-training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback, and agreement on classroom observational goals. The pre- and post-training ratings from the coached teachers themselves showed a significant treatment effect for the coaching skills concerned with the development of improvement plans. Although the training provided for the school principals was directed at the coaching functions of consulting and confronting, the majority of the school principals conducted coaching conferences that emphasized predominantly the function of consulting.

关键词： Classroom Observation Techniques Empowerment Feedback Foreign Countries Primary Education Principals program Effectiveness program implementation Teacher Supervision Training TutoringNetherlandsNetherlands

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Long Live Love plus : evaluation of the implementation of an online school-based sexuality education program in the Netherlands

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HEALTH EDUCATION RESEARCH 2017年第3期32卷 244-257页

作者： van Lieshout, Sanne Mevissen, Fraukje de Waal, Esri Kok, Gerjo Maastricht Univ Dept Work & Social Psychol POB 616 NL-6200 MD Maastricht Netherlands

Schools are a common setting for adolescents to receive health education, but implementation of these programs with high levels of completeness and fidelity is not self-evident. programs that are only partially implemented (completeness) or not implemented as instructed (fidelity) are unlikely to be effective. Therefore, it is important to identify which determinants affect completeness and fidelity of program implementation. As part of the launch of Long Live Love+ (LLL+), an online school-based sexuality education program for adolescents aged 15-17, we performed a process evaluation among teachers and students to measure the levels of completeness and fidelity, identify factors influencing teachers' implementation, and to evaluate the students' response. Sixteen Biology teachers from nine secondary schools throughout the Netherlands who implemented LLL+ were interviewed and 60 students participated in 13 focus group discussions. Results showed that teachers' completeness ranged between 22-100% (M = 75%). Fidelity was high, but many teachers added elements. Teachers and students enjoyed LLL+, particularly the diversity in the exercises and its interactive character. The most important factors that influenced implementation were time and organizational constraints, lack of awareness on the impact of completeness and fidelity, and student response. These factors should be taken into account when developing school-based prevention programs.

关键词： Foreign Countries Secondary School Teachers Secondary School Students Science Teachers Biology Sex Education program implementation program Evaluation Adolescents Fidelity Computer Assisted Instruction Interviews Focus Groups Time Factors (Learning) Student AttitudesNetherlands

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Engagement Matters: Lessons from Assessing Classroom implementation of Steps to Respect: A Bullying Prevention program Over a One-year Period

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PREVENTION SCIENCE 2014年第2期15卷 165-176页

作者： Low, Sabina Van Ryzin, Mark J. Brown, Eric C. Smith, Brian H. Haggerty, Kevin P. Arizona State Univ T Denny Sanford Sch Social & Family Dynam Tempe AZ 85004 USA Wichita State Wichita KS USA Univ Washington Social Dev Res Grp Seattle WA 98195 USA Comm Children Seattle WA USA

Steps to Respect: A Bullying Prevention program (STR) relies on a social-ecological model of prevention to increase school staff awareness and responsiveness, foster socially responsible beliefs among students, and teach social-emotional skills to students to reduce bullying behavior. As part of a school-randomized controlled trial of STR, we examined predictors and outcomes associated with classroom curriculum implementation in intervention schools. Data on classroom implementation (adherence and engagement) were collected from a sample of teachers using a weekly on-line Teacher implementation Checklist system. Pre-post data related to school bullying-related outcomes were collected from 1,424 students and archival school demographic data were obtained from the National Center for Education Statistics. Results of multilevel analyses indicated that higher levels of program engagement were influenced by school-level percentage of students receiving free/reduced lunch, as well as classroom-level climate indicators. Results also suggest that higher levels of program engagement were related to lower levels of school bullying problems, enhanced school climate and attitudes less supportive of bullying. Predictors and outcomes related to program fidelity (i.e., adherence) were largely nonsignificant. Results suggest that student engagement is a key element of program impact, though implementation is influenced by both school-level demographics and classroom contexts.

关键词： School bullying program implementation Fidelity Prevention Steps to Respect

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Long Live Love. The implementation of a school-based sex-education program in the Netherlands

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HEALTH EDUCATION RESEARCH 2014年第4期29卷 583-597页

作者： Schutte, Lisette Meertens, Ree M. Mevissen, Fraukje E. F. Schaalma, Herman Meijer, Suzanne Kok, Gerjo Maastricht Univ Dept Work & Social Psychol Fac Psychol & Neurosci NL-6200 MD Maastricht Netherlands Maastricht Univ Dept Hlth Promot Nutr & Toxicol Res Inst Maastricht NUTRIM NL-6200 MD Maastricht Netherlands Maastricht Univ Care & Publ Hlth Res Inst Caphri NL-6200 MD Maastricht Netherlands STI AIDS Netherlands Dept Youth Amsterdam Netherlands

implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. A survey integrating different diffusion-related concepts was completed by 130 teachers. Results showed that teacher curriculum-related beliefs were associated with all stages in the diffusion process. Although adoption of LLL was predominantly related to teacher curriculum-related beliefs, implementation completeness and fidelity and continued use of LLL were also enhanced by contextual factors, namely teacher training and interactive context variables (school policy, governing body support and student response), respectively. The results of this study can be used to optimize the adoption, implementation and continuation of school-based (sexual) health promotion programs.

关键词： Foreign Countries Sex Education Health Education Health programs program implementation Teacher Surveys Beliefs Fidelity Context EffectNetherlandsNetherlands

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Lessons Learned from the Development and implementation of a Parent Nutrition Education program with Low-Income Latina Mothers in an Urban School District Setting

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AMERICAN JOURNAL OF HEALTH EDUCATION 2012年第4期43卷 242-249页

作者： Chan Le Thai Prelip, Michael Erausquin, Jennifer Toller Slusser, Wendelin Univ Calif Santa Barbara Dept Commun Social Sci & Media Studies 4423 Santa Barbara CA 93108 USA Univ Calif Los Angeles Fielding Sch Publ Hlth Dept Community Hlth Sci Los Angeles CA 90095 USA Duke Univ Global Hlth Inst Durham NC 27708 USA Univ Calif Los Angeles Dept Pediat Los Angeles CA 90095 USA Univ Calif Los Angeles Fielding Sch Publ Hlth Los Angeles CA 90095 USA

This article describes the steps involved in the development and implementation of a parent nutrition education workshop series for a low-income, primarily Spanish-speaking population in an urban school district setting. Overall, those parents who participated in the nutrition education workshops showed positive changes in their knowledge, attitudes, self-efficacy, and behaviors with regard to healthy eating when compared to parents who did not participate in the workshops. Lessons learned from working with a variety of different groups and organizations to complete the project are presented, including the value of formative research for program design, tailoring the intervention to the population of interest, and developing relationships among key stakeholder groups. Our project demonstrates the benefits that may result from academic/community collaborations.

关键词： Stakeholders Self Efficacy School Districts Nutrition Low Income Urban Schools program Development Workshops Nutrition Instruction program implementation Parent Education Hispanic Americans Mothers Parent Attitudes Health Behavior Knowledge Level School Community Relationship Spanish Speaking

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The implementation of Open Data program in the Special Capital Region (DKI) of Jakarta Province 3

The Implementation of Open Data Program in the Special Capit...

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3rd International Conference on Sustainable Information Engineering and Technology (SIET)

作者： Aulia, Givo Kurniawan, Teguh Univ Indonesia Dept Publ Adm Depok Indonesia

ISBN: (纸本)9781538674079

The research discusses the implementation of open data program in DKI Jakarta Province. DKI Jakarta is the first region to implement an open data program in Indonesia. The implementation of open data program should pay attention to the various supporting aspects to run properly. This research uses a post-positivist approach by qualitative data analysis technique. The theory applied to this research is a theory of implementation drivers. There are three core components in the implementation drivers, namely competency drivers, organization drivers, and leadership drivers. The result of the research shows that the implementation of open data program has some disadvantages in fulfilling implementation drivers components for competency drivers and organization drivers. In the competency drivers component, indicators that have been in trouble are in staff selection, training, and coaching. Furthermore, in the organization drivers component, the problematic indicators are in facilitative administration and system level intervention.

关键词： program implementation implementation drivers open data

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The Cascading Effects of Multiple Dimensions of implementation on program Outcomes: a Test of a Theoretical Model

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PREVENTION SCIENCE 2018年第6期19卷 782-794页

作者： Berkel, Cady Mauricio, Anne M. Sandler, Irwin N. Wolchik, Sharlene A. Gallo, Carlos G. Brown, C. Hendricks Arizona State Univ REACH Inst Dept Psychol 900 S McAllister Ave Tempe AZ 85287 USA Northwestern Univ Ctr Prevent Implementat Metholod Ce PIM Chicago IL USA

This study tests a theoretical cascade model in which multiple dimensions of facilitator delivery predict indicators of participant responsiveness, which in turn lead to improvements in targeted program outcomes. An effectiveness trial of the 10-session New Beginnings program for divorcing families was implemented in partnership with four county-level family courts. This study included 366 families assigned to the intervention condition who attended at least one session. Independent observers provided ratings of program delivery (i.e., fidelity to the curriculum and process quality). Facilitators reported on parent attendance and parents' competence in home practice of program skills. At pretest and posttest, children reported on parenting and parents reported child mental health. We hypothesized effects of quality on attendance, fidelity and attendance on home practice, and home practice on improvements in parenting and child mental health. Structural Equation Modeling with mediation and moderation analyses were used to test these associations. Results indicated quality was significantly associated with attendance, and attendance moderated the effect of fidelity on home practice. Home practice was a significant mediator of the links between fidelity and improvements in parent-child relationship quality and child externalizing and internalizing problems. Findings provide support for fidelity to the curriculum, process quality, attendance, and home practice as valid predictors of program outcomes for mothers and fathers. Future directions for assessing implementation in community settings are discussed.

关键词： program implementation Fidelity Quality Responsiveness Home practice Parenting Internalizing Externalizing Behavioral observation

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implementation of a Classroom Management program with Urban Elementary Schools in Low-Income Neighborhoods: Does program Fidelity Affect Student Behavior and Academic Outcomes?

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JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK 2011年第3期16卷 201-218页

作者： Burke, Raymond V. Oats, Robert G. Ringle, Jay L. Fichtner, Leah O'Neill DelGaudio, Mary Beth Prevent Grp Lincoln NE USA Univ Nebraska Lincoln NE USA Boys Town Nebraska Iowa Iowa City IA USA Univ Connecticut Sch Social Work Storrs CT USA

Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students' social and academic outcomes. Three years after training in the classroom management program, 56 second-,third-,and fourth-grade teachers in an urban school district were assessed for fidelity to the program. program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.

关键词： Learner Engagement Report Cards Classroom Techniques Urban Schools Behavior Problems Suspension Student Behavior Academic Achievement Elementary Schools Low Income Groups Social Development Intervention Faculty Development program implementation Student Participation Grades (Scholastic) At Risk Students African American Students Hispanic American Students Observation Reliability Validity Grade Point Average

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Louisiana implementation of the National Fetal and Infant Mortality Review (NFIMR) program Model: Successes and Opportunities

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MATERNAL AND CHILD HEALTH JOURNAL 2012年第2-sup期16卷 353-359页

作者： Kieltyka, Lyn Craig, Mary Goodman, David A. Wise, Rodney Ctr Dis Control & Prevent Div Reprod Hlth Atlanta GA 30329 USA Louisiana Dept Hlth & Hosp Off Publ Hlth Maternal & Child Hlth Program New Orleans LA USA Louisiana Dept Hlth & Hosp Bur Hlth Serv Financing Off Management & Finance Baton Rouge LA USA

Common features of successful, local-level, Fetal Infant Mortality Review (FIMR) programs are identified by the National Fetal and Infant Mortality Review (NFIMR) program, including medical records abstraction and home interviews, case reviews by a case review team (CRT), and community systems action recommendations implemented by a community action team (CAT). This paper presents Louisiana's FIMR program, an adaptation of NFIMR recommendations. In 2001, the Louisiana Maternal and Child Health program began a statewide FIMR Network (LaFIMR) based on the NFIMR model. Geographic areas of focus, case identification, staffing, data collection methods, and CRT and CAT membership and activities include modifications of the NFIMR recommendations unique to LaFIMR implementation. Adaptations made to the NFIMR model were advantageous to LaFIMR's success. Specifically, LaFIMR geographic areas of interest cover multiple natural communities. Compared with independent FIMR programs elsewhere, LaFIMR represents a Title V program-based coordinated network of regional LaFIMR teams offering opportunities for expanded partnerships. Primary sources for LaFIMR case identification include obituaries and hospital logs, with secondary identification available through vital records. Improvements in vital records data systems are expected to enhance future LaFIMR case identification. LaFIMR-identified records that are linked with vital event certificates provide enhanced contextual findings for reviews and support continuous quality improvement processes. These differences in the LaFIMR implementation reinforce the NFIMR-supported uniqueness of FIMR programs across the United States, and may encourage other FIMR programs to consider how adaptations to NFIMR recommendations could benefit their programs.

关键词： Infant mortality Fetal and Infant Mortality Review Pregnancy outcomes review program implementation

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