Improving School Learning Environments in HIV Prevention

改善艾滋病毒预防的学校学习环境

• 批准号: 6552761
• 负责人: Rick S. Zimmerman
• 金额: $ 43.09万
• 依托单位: UNIVERSITY OF KENTUCKY
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-30 至 2007-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6552761
• 关键词: AIDS education /prevention; adolescence (12-20); age at pregnancy; behavior modification; behavioral /social science research tag; clinical research; clinical trials; curriculum; decision making; education evaluation /planning; human subject; impulsive behavior; interpersonal relations; longitudinal human study; secondary schools; sex behavior; sex education; sexually transmitted diseases; teacher

DESCRIPTION (provided by applicant): While a number of HIV prevention programs have been evaluated in school settings, much of the focus of this research has been the content of the curriculum; as a result, we still know little about the specific facets of the classroom environment that may yield the strongest effects of an effective school-based FHV, other STD, and pregnancy prevention curriculum. In the proposed research, we plan to bring together expertise from our research in health communications and our research in classroom instruction, combining Donohew's individual differences model of information exposure with Eccles' stage-environment fit theory to assess the impact of curricular, teacher, instructional and student individual difference variables on HIV-related mediating and outcome variables while developing an effective prevention program. Specific aims of the project are, within a randomized control trial in high school health classrooms, to (1) adapt a modified version of a skills-based, MV, other STD, and pregnancy-prevention curriculum to be more appropriate for the needs of impulsive decision makers, in order to bring about desired behavior change in sexual decision-making; (2) assess the impact of characteristics of the instructional environment in health classrooms (i.e., teacher efficacy, teacher immediacy, value orientation, and teacher identity) in order to identify effective instructional methods and teacher characteristics; (3) implement reinforcement and relevance of the curriculum across other classes and content areas in order to foster more effective learning of the material; and 4) Evaluate the interaction among the student, the teacher, and the curriculum to determine optimal learning environments that lead to sustained behavior change. The proposed study, including over 5,000 students and 10-12 schools, will be conducted over a period of five years. During the first three years, six separate intervention implementation studies will occur (two consecutive interventions per year), with the design for five of the six intervention studies as experimental, with randomization occurring by school. In Years 4 and 5, we will also examine the effects of a combined "best practices" classroom based intervention by comparing two groups of students randomized by schools: a comparison condition, with a skills-based HIV/pregnancy prevention curriculum or the optimal version that contains the most successful elements tested in the three preceding years. The analytic design will include individual, classroom, teacher, and school levels, to be assessed through hierarchical linear modeling or other tests of differences.

描述(申请人提供)：虽然许多艾滋病毒预防计划已经在学校环境中进行了评估，但这项研究的大部分焦点都是课程的内容；因此，我们仍然对课堂环境中可能产生有效的校本FHV、其他性传播疾病和怀孕预防课程最强烈影响的具体方面知之甚少。在拟议的研究中，我们计划将我们在健康传播方面的研究和我们在课堂教学方面的研究的专业知识结合起来，将Donohew的信息暴露的个体差异模型与Eccle的阶段-环境匹配理论相结合，以评估课程、教师、教学和学生的个体差异变量对艾滋病毒相关中介变量和结果变量的影响，同时制定有效的预防计划。 该项目的具体目标是，在高中健康课堂的随机对照试验中，(1)调整基于技能、MV、其他性传播疾病和怀孕预防课程的修订版，使之更适合冲动决策者的需要，以便在性决策中带来期望的行为改变；(2)评估健康课堂教学环境特征(即教师效能、教师即时性、价值取向和教师身份)的影响，以确定有效的教学方法和教师特征；(3)在其他课程和内容领域实施强化和相关性课程，以促进更有效地学习材料；以及4)评估学生、教师和课程之间的互动，以确定导致持续行为改变的最佳学习环境。 这项拟议的研究包括5,000多名学生和10至12所学校，为期五年。在头三年中，将进行六项单独的干预实施研究(每年连续两次干预)，六项干预研究中的五项的设计作为试验性研究，并按学校随机进行。在第四年和第五年，我们还将通过比较学校随机抽取的两组学生来检查以“最佳做法”为基础的综合课堂干预的效果：比较条件，采用以技能为基础的艾滋病毒/怀孕预防课程，或包含前三年测试的最成功要素的最佳版本。分析设计将包括个人、课堂、教师和学校层面，通过分层线性建模或其他差异测试进行评估。