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: 6661204
• 负责人: Rick S. Zimmerman
• 金额: $ 43.25万
• 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/6661204
• 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（由申请人提供）：虽然已经在学校环境中评估了许多艾滋病毒预防项目，但本研究的大部分重点是课程内容；因此，我们对课堂环境的具体方面仍然知之甚少，而这些方面可能会产生有效的基于学校的 FHV、其他性传播疾病和怀孕预防课程的最强效果。 在拟议的研究中，我们计划汇集健康传播研究和课堂教学研究的专业知识，将多诺休的信息暴露个体差异模型与埃克尔斯的阶段环境契合理论相结合，以评估课程、教师、教学和学生个体差异变量对艾滋病毒相关中介和结果变量的影响，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）调整基于技能的、MV、其他性病和怀孕预防课程的修改版本，以更适合冲动决策者的需求，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、教师身份）的影响，以确定有效的教学方法和教师特征； (3) 对其他班级和内容领域的课程进行强化和相关性，以促进更有效地学习材料； 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。 拟议的研究将持续五年，涵盖 5,000 多名学生和 10-12 所学校。 在前三年中，将进行六项单独的干预实施研究（每年两次连续干预），六项干预研究中的五项设计为实验性的，由学校进行随机化。 在第四年和第五年，我们还将通过比较由学校随机分配的两组学生来检查基于课堂的“最佳实践”综合干预的效果：比较条件，基于技能的艾滋病毒/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，通过分层线性模型或其他差异测试进行评估。