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Household Water Quality Testing and Information: Identifying Impacts on Health Outcomes and Sanitation- and Hygiene-Related Risk-Mitigating Behaviors

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EVALUATION REVIEW 2019年第6期43卷 370-395页

作者： Okyere, Charles Yaw Pangaribowo, Evita Hanie Gerber, Nicolas Univ Ghana Coll Basic & Appl Sci Dept Agr Econ & Agribusiness POB LG 68 Legon Accra Ghana Univ Bonn Ctr Dev Res ZEF Bonn Germany Gadjah Mada Univ Dept Environm Geog Fac Geog Yogyakarta Indonesia

Background: In 2014, a group of 512 households in multipurpose water systems and also relying on unimproved water, sanitation, and hygiene practices in the Greater Accra region of Ghana were randomly selected to participate in water quality self-testing and also receipt of information in the form of handouts on how to improve water quality. Objectives and Research Design: Using a cluster-randomized controlled design, we study the health, sanitation, and hygiene behavior impacts of the household water quality testing and information experiment. Subjects: The study has three arms: (1) adult household members, (2) schoolgoing children, and (3) control group. Measures: The study measures the effects on handwashing with soap, cleanliness of households, and prevalence of diarrhea and self-reported fever. We also address impacts on child health and nutrition outcomes, particularly diarrhea and anthropometric outcomes. Results: We show that there is high household willingness to participate in this intervention on water quality self-testing. About 7 months after households took part in the intervention, the study finds little impacts on health outcomes and on sanitation- and hygiene-related risk-mitigating behaviors, regardless of the intervention group, either schoolchildren or adult household members. Impacts (direction and extent) are rather homogeneous for most of the outcomes across treatment groups. Conclusions: The study discusses the implications of the findings and also offers several explanations for the lack of transmission of impacts from the household water quality testing and information intervention on health outcomes and on sanitation and hygiene behaviors.

关键词： behavioral health care and policy content area economic evaluation design and evaluation of programs and policies methodology (if appropriate) program design and development program implementation

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Evaluation of a training aimed at building capacity for outreaching to men who have sex with men and transgender women in Indonesia

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HEALTH EDUCATION RESEARCH 2019年第2期34卷 223-233页

作者： Nugroho, Adi Coulter, Robert W. S. Erasmus, Vicki Laksmono, Pipiet A. Mihari, Tengku S. Richardus, Jan Hendrik Univ Med Ctr Rotterdam Erasmus MC Dept Publ Hlth NL-3015 CN Rotterdam Netherlands Lambung Mangkurat Univ Sch Publ Hlth Fac Med Banjarbaru 70714 South Kalimanta Indonesia GWL INA Network Jakarta 12810 Indonesia Univ Pittsburgh Dept Behav & Community Hlth Sci Pittsburgh PA 15261 USA Univ Pittsburgh Grad Sch Publ Hlth Ctr LGBT Hlth Res Pittsburgh PA 15261 USA

Implementers of outreach program in Indonesia often provide formal training for their outreach workers (OWs) only at the startup. We believe continuous training can be provided by experienced OWs at any time if an appropriate training package is available. Using a one-group pre-test-post-test study design;we developed, implemented and evaluated an OW-informed training program aimed at increasing OWs' knowledge and skills for outreaching to men who have sex with men and transgender women. We analyzed longitudinal data from 75 OWs from 7 Indonesian cities using one-way within-subjects ANOVA to examine the effects of the training program on participants' knowledge and perceived skills over time Average overall knowledge among participants increased from pre-test to immediate post-test (P < 0.001) and from pre-test to 2-month post-test (P < 0.001), especially in basic human immunodeficiency virus and sexual transmitted infections;condoms and lubricants;sexual and reproductive health and rights;sexual orientation and gender identity and expression;and stages of behavior change. Average overall perceived skills increased significantly from pre-test to 2-month post-test (P = 0.018), especially in creating innovative outreach approaches;building effective teamwork;and coordinating with healthcare providers. This training package increased knowledge and perceived skills among OWs. Thus, if consistently applied, it could help maintaining quality of the outreach program.

关键词： Capacity Building Males Sexuality Homosexuality Sexual Identity Foreign Countries Outreach programs program implementation Training Pretests Posttests Acquired Immunodeficiency Syndrome (AIDS) Sexually Transmitted Diseases Contraception Sexual Orientation LGBTQ People Health Behavior program EvaluationIndonesia

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Unintended lessons of SEL programs

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PHI DELTA KAPPAN 2019年第5期100卷 59-62页

作者： Soutter, Madora Boston Univ Wheelock Coll Educ Boston MA 02215 USA

A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program's impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset;anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools;and actively, authentically listen to students.

关键词： Emotional Development Social Development program implementation Power Structure Teacher Attitudes Student Attitudes Compliance (Psychology) program Descriptions Elementary School Students Elementary School Teachers Teacher Student Relationship

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Implementing a Provider Partnership to Improve Substance Abuse and Child Welfare Outcomes in Urban High-Needs Parents

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FAMILIES IN SOCIETY-THE JOURNAL OF CONTEMPORARY SOCIAL SERVICES 2019年第3期100卷 328-335页

作者： Jose, Anita Wetzler, Scott Montefiore Med Ctr Dept Psychiat & Behav Sci Child Welf Programs Bronx NY 10451 USA Montefiore Med Ctr Dept Psychiat & Behav Sci Populat Hlth Bronx NY 10451 USA

This Practice Note describes the implementation of a partnership between child welfare and substance use providers in New York City, with the aim of supporting cross-systems collaboration and improving outcomes for dually involved families. Specifically, this report focuses on improving both coordination and communication between a preventive child welfare service provider (Montefiore Family Treatment & Rehabilitation program), an outpatient substance abuse treatment provider (Montefiore Division of Substance Abuse), and the local department of social services (New York City Administration for Children's Services). This article identifies general challenges with collaboration, describes how this collaboration was created and implemented in New York City, and provides guidance for other entities that are attempting to create similar collaborations.

关键词： addiction child welfare program implementation substance abuse

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Texas Hold 'Em: An Exploration of the Divergent Perspectives of Texas's Campus Carry Law

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COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE 2019年第1期43卷 26-41页

作者： Beggan, Dominic M. Lone Star Coll Montgomery Dept Polit Sci The Woodlands TX USA

One of the most pressing concerns on college campuses today is student safety. To date, nine states have passed Campus Carry legislation and more states may follow. Texas was the eighth state to pass Campus Carry legislation. Specifically, in the 2015 Legislative session, the Texas Legislature voted to allow License to Carry (LTC) holders to carry concealed weapons on college and university campuses. This law, Senate Bill 11 (SB 11), took effect in the fall 2016 at four-year universities and, a year later, took effect on two-year college campuses across Texas. At the heart of this debate, are questions that will affect college campuses across this nation: will this law make colleges safer, or more dangerous and how practical is it to allow or prevent guns on campus? This article employed a case study approach to explore the perspectives held by faculty, staff and students at a Texas community college, which is currently implementing this new law. While the vast majority of Higher Education institutions opposed this new law, its passage in the Texas legislature was swift. At the onset of this study, the researcher speculated that the Campus Carry Law would be vigorously opposed by the faculty, staff and students, but surprisingly this research revealed dramatically different perspectives held by the stakeholders mostly centered around one issue: perceptions of safety. This research also seeks to outline policy considerations for institutions in states with similar pending legislation.

关键词： College Students School Safety Campuses Weapons State Legislation Colleges School Security Community Colleges College Faculty Teacher Attitudes Student Attitudes program implementation School PolicyTexas

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The Pyramid Plus Center: Scaling Up and Sustaining Evidence-Based Practices for Young Children With Challenging Behavior

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Young Exceptional Children 2019年第1期22卷 22-37页

作者： Hallett, Geneva Strain, Phillip S. Smith, Barbara J. Barton, Erin E. Steed, Elizabeth A. Kranski, Tessa A. University of Colorado Denver United States Vanderbilt University United States

The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Hemmeter, Fox, & Snyder, 2013), or the Pyramid Model, is a conceptual framework focused on systemic and sustained implementation of evidence-based practices (EBP) related to promoting social emotional competence and preventing challenging behaviors in young children. The Pyramid Model is a research-based, multi-tiered support system to support early childhood (EC) professionals in promotion, prevention, and intervention practices (Hemmeter, Snyder, Fox, & Algina, 2016). The federal policy statement on eliminating preschool suspension and expulsion described the Pyramid Model as an effective approach to promoting social emotional competence and addressing challenging behavior (U.S. Departments Health and Human Services and U.S. Department of Education, 2015). There is growing evidence that this model is an effective approach to professional development likely to yield positive child outcomes (Hemmeter et al., 2016) and reduce rates of expulsion for challenging behavior (Vinh et al., 2016). This article documents the inception, development, and evaluation of Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion, or the Pyramid Plus Center, as an example of statewide implementation of the Pyramid Model. The goal of the Pyramid Plus Center is to build the capacity of EC programs across Colorado to use EBP for improving children's social and emotional competence, advancing high-quality inclusion, and reducing overall suspensions and expulsions of preschool children. The initiatives used to reach this goal are: (1) providing training and technical assistance (T/TA); (2) certifying trainers and coaches across the state; (3) partnering with communities and programs; and (4) building state infrastructure. Recommendations for scaling up and sustaining Pyramid Model practices also are provided.

关键词： Positive Behavior Supports Evidence Based Practice Models Social Development Emotional Development Behavior Problems Preschool Children program Descriptions program implementation Inclusion Suspension Expulsion Scaling Training Technical Assistance Certification Partnerships in Education Disabilities Educational Legislation Equal Education Federal Legislation Early Childhood Education State Policy TrainersColorado

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implementation of an early warning indicator and intervention system

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PREVENTING SCHOOL FAILURE 2019年第1期63卷 77-88页

作者： Davis, Marcia H. Mac Iver, Martha Abele Balfanz, Robert W. Stein, Marc L. Fox, Joanna Hornig Johns Hopkins Univ Baltimore MD 21218 USA Johns Hopkins Univ Everyone Grad Ctr Baltimore MD 21218 USA

This study focuses on the implementation of an early warning indicator and intervention system in 20 southern high schools. This model included a team of teachers, counselors, and student support services personnel who analyzed ninth- grade student-level data and implemented and monitored interventions. The team was led by a half-time coach who established protocols for team operations and provided updated early warning indicator data. Findings indicated variability in the frequency and scale of the interventions initiated and monitored by the promotion coaches and early warning indicator teams. This study further demonstrates that higher levels of implementation of early warning and intervention components in the treatment schools were associated with improved levels of ninth-grade student attendance and course performance even after controlling for prior attendance.

关键词： Attendance dropout prevention early warning system high school students program implementation

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Leading Common Core State Standards implementation: Lessons From One Successful Superintendent

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LEADERSHIP AND POLICY IN SCHOOLS 2019年第1期18卷 138-153页

作者： Filippi, John R. Hackmann, Donald G. Alan B Shepard Middle Sch Deerfield Publ Sch Dist 109440 Grove Pl Deerfield IL 60015 USA Univ Illinois Educ Policy Org & Leadership Champaign IL USA

The Common Core State Standards (CCSS) are required in most of the nation's public schools, and many superintendents have been tasked with implementing them in their school systems. Using leadership for learning as a conceptual framework, this case study examined the leadership behaviors of one superintendent in a Midwestern state, whose district was an early CCSS adopter. Findings revealed that the superintendent was successful in developing a shared CCSS vision;expanding district capacity through distributed leadership;providing professional development and instructional coaching supports;and responding to implementation challenges, which included maintaining open communications channels with stakeholders and managing teacher stress.

关键词： Common Core State Standards Superintendents Leadership program implementation Leadership Effectiveness Administrator Behavior Participative Decision Making Capacity Building Professional Development Coaching (Performance) Communication (Thought Transfer) Anxiety

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Effects of Consultation on Professional Learning Communities

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JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2019年第2期29卷 206-236页

作者： Preast, June L. Burns, Matthew K. Univ Alabama Sch Psychol Tuscaloosa AL 35487 USA Univ Missouri Coll Educ Res Columbia MO 65211 USA Univ Missouri Sch Psychol Columbia MO 65211 USA

School psychologists can impact student outcomes by consulting with teams around data. The current study investigated the effects of consultation with Professional Learning Communities (PLC) teacher teams. The study included four teacher teams, observing their PLC practices and providing consultation. Each team was observed with a PLC-implementation rubric using a multiple baseline design, including baseline, intervention, and maintenance phases. The specific areas of observation on the PLC implementation Rubric were "How Effective Teams Work," "What Students Need to Know and Do," and "Assessment for/of Learning." The data were visually analyzed and a nonoverlap of all pairs effect size was computed. During the intervention phase, each team chose an item to focus on from the same observation strand. Therefore, the data were analyzed on the single strand and the three strands taken together. The results from the study indicated a change in PLC implementation occurred when consultation was added, and the change was maintained after consultation ended. However, the improvements for each team during the intervention and maintenance phases were small in comparison to the baseline phase. In addition, teams displayed greater improvements in implementation fidelity on the single strand in comparison to the three strands taken together. Future research is needed to determine the impact of consultation with PLCs on student outcomes. Implications for research and practice, limitations, and future directions are discussed.

关键词： School Psychologists Consultants Communities of Practice Teacher Collaboration Counselor Teacher Cooperation program implementation Elementary School Teachers Grade 4 Grade 5 program Effectiveness Intervention Fidelity Feedback (Response)Missouri

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Institutionalizing Diversity Agendas: Presidents' Councils for Diversity as Mechanisms for Strategic Change

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JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE 2019年第2期56卷 123-137页

作者： LePeau, Lucy A. Hurtado, Sarah Socorro Williams, Latosha Indiana Univ Bloomington IN 47405 USA Univ Denver Denver CO 80208 USA

Researchers examined the potential of Presidents' Councils on Diversity (PCDs) to position advancing diversity and inclusion agendas at 11 higher education institutions. Researchers investigated strategies and the degree that PCDs set up agendas through the mobilization (i.e., creating vision and setting priorities), implementation (i.e., creating systems to support change), and institutionalization (i.e., embedding initiatives in the culture and practices of the institution) phases as outlined by Kezar's Phased Leadership Strategies for Institutionalizing Diversity Agendas.

关键词： Institutional Mission College Governing Councils College Presidents Change Strategies Strategic Planning Inclusion Agenda Setting program implementation Needs Assessment Systems Approach Diversity (Institutional) College Environment Social Justice Instructional Leadership College Faculty Equal Education Partnerships in Education School Culture Universities Organizational Objectives School SupportCalifornia New York Michigan Illinois (Chicago) North Carolina Nebraska (Lincoln) Oklahoma Maine Ohio

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