Will the 'Principles of Effectiveness' improve prevention practice? Early findings from a diffusion study
Will the 'Principles of Effectiveness' improve prevention practice? Early findings from a diffusion study
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DOI：
10.1093/her/17.4.461
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发表时间：
2002-08-01
影响因子：
2.4
通讯作者：
Godette, D
中科院分区：
文献类型：
--
作者：
Hallfors, D;Godette, D
本研究从创新传播的理论框架出发，审查美国教育部新政策“自主性原则”的通过和执行情况。在本报告中，我们评估了与原则3有关的采用情况：选择基于研究的项目的要求。来自12个州的104个学区的抽样结果表明，许多地区似乎正在选择以研究为基础的课程，但实施质量较低。只有19%的回应地区协调员表示，学校正在实施以研究为基础的课程与忠诚。常见的问题包括缺乏师资培训，缺乏必要的材料，使用了一些但不是所有的必要课程和教学策略，以及未能向适龄学生群体提供课程。这项研究是第一次尝试评估的有效性原则所要求的研究为基础的计划的实施质量。我们的结论是，低水平的资金，基础设施不足，分散的决策和缺乏计划指导，在改善以学校为基础的预防进展缓慢。
This study examines adoption and implementation of the US Department of Education's new policy, the `Principles of Effectiveness', from a diffusion of innovations theoretical framework. In this report, we evaluate adoption in relation to Principle 3: the requirement to select research-based programs. Results from a sample of 104 school districts in 12 states indicate that many districts appear to be selecting research-based curricula, but that the quality of implementation is low. Only 19% of the responding district coordinators indicated that schools were implementing a research-based curriculum with fidelity. Common problems included lack of teacher training, lack of requisite materials, use of some but not all of the required lessons and teaching strategies, and failure to deliver lessons to age-appropriate student groups. This study represents the first attempt to assess the quality of implementation of research-based programs as required by the Principles of Effectiveness. We conclude that low levels of funding, inadequate infrastructure, decentralized decision making and lack of program guidance have contributed to the slow progress in improving school-based prevention.