The Organizational,Community and Programmatic Characteristics that Predict the Effective Implementation of After-School Programs

Abstract

To identify characteristics predicting the effective implementation of after-school programs, in-depth interviews were conducted at five sites randomly selected from a subset of 16 ACE after-school sites serving high risk youth in a southwestern city. Qualitative data from structured in-depth interviews, follow-up telephone conversations with personnel as well as researcher observations during site visits were synthesized. Data identified three constellations of characteristics associated with effective implementation: staffing, community and programmatic. Staffing characteristics included limited staff turnover and sufficient training. Community characteristics included cultural sensitivity and community integration. Programmatic characteristics included clearly defined program goals and specific program content. Researcher observations found outcomes assessment would also facilitate program implementation.     

K-12 Teachers' Perceptions of School Policy and Fear of School Violence

Abstract

Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-l 2 teachers' fear. Using self-report data from 447 K-12 teachers from a large southeastern school district and multilevel path analysis, this study showed that K-12 teachers' perceptions of school policies impacted their fear of school violence. Further, ecological factors had a direct relationship with teacher fear. Policy implications from these findings are discussed.     

Best Practices in School-Based Mentoring Programs for Adolescents

Mentoring is a promising approach to promote healthy development and prevent poor youth outcomes; however, bad mentoring experiences have yielded negative results. Thus, it is critical that youth service providers take heed of the current research and resources for establishing an effective youth mentoring program. Given the increased interest in school-based mentoring programs, presented herein are best practices in developing, implementing, and evaluating a school-based mentoring program for adolescents. Program development strategies are provided around laying the groundwork, establishing partnerships, and coordinating the program. The elements of effective practice for mentoring (MENTOR, 2009) are summarized and additional implementation considerations are presented. Lastly, the realities of program evaluation are discussed in juxtaposition to program evaluation standards.     

以学校为本位开发英语校本课程的实施策略

纵观吉林省大安市乐胜中学六年来校本课程开发的过程,无论是理念、规章制度还是干部、教师的重视程度都在逐步走向完善。就英语学科的校本课程开发而言,开设英语学科校本课程、对教材内容进行重构、编写校本教材在形式和内容上都体现了校本课程开发的趋势,对于提高英语教学质量具有重要的意义。     

A Systematic Evaluation of Restorative Justice Practices: School Violence Prevention and Response

ABSTRACT

Despite its increasing recognition and use in U.S. schools, a limited amount of research has evaluated the effect of restorative justice (RJ) for school violence prevention and response. To date, there is no standardized method for RJ implementation. Therefore, this systematic literature review investigates peer-reviewed studies on the application of RJ practices in K-12 school settings. Ten articles were included in the review. Results of the review indicate a high degree of variability regarding the implementation and evaluation of RJ practices in schools. However, the majority of studies reported positive outcomes, including improved social relationships and reductions in office discipline referrals. The utility of RJ as a school violence prevention and intervention approach are discussed, along with future research directions.     

警察体育资源去警察化开发校本体育课程研究

政法类院校(政法、公安、司法)非警察专业的大学体育课教学,学生有强烈学习警察体育内容的需求,警体教师在有效利用警察体育特色资源,将其进行"去警察化"改造,按照体育校本课程开发的理论、要求、方法科学地进行开发,其教学实践的效果证明"警察体育特色资源去警察化开发校本体育课程"建设是卓有成效的,很好的达到了激发大学生的学习兴趣,满足大学生体育锻炼需要的目标,警体教师的专业能力也得到有效发展。     

浅议校本课程开发

校本课程开发是以立足于学校,服务于学生需要为目的,教师为参与主体而进行的课程开发策略,它的发展经历了四个时期。目前我国校本课程开发过程中,还存在着一些问题,加强教师培训、健全校本教研制度、完善课程评价体系是解决现存问题的关键。     

政法类院校非政法专业大学体育校本课程开发的警体资源利用研究

大学体育课程是高等教育的重要组成部分,在当前新一轮教学改革的浪潮下,政法类院校(政法、公安、司法)非政法专业的大学体育校本课程建设,在学生有强烈学习警察体育内容需求的情况下,警体教师应当有效利用政法院校的警察体育特色资源,按照体育校本课程开发的理论、要求、方法科学地进行开发,从而有效推进"警察体育特色资源非警察化校本体育课程"建设,促进警体教师的专业发展,为正确引导大学生树立终身体育锻炼的思想与习惯而努力。     

School-Based Violent Victimization in Turkey: An Examination of the Cross-National Generality of Lifestyle-Routine Activities and Self-Control Theories

ABSTRACT

The authors examined victimization among Turkish school students as a function of individual lifestyles and routine activities, perceived school guardianship/control, and low self-control. In doing so, they aimed to provide a much-needed explanatory test of school victimization in Turkey while also offering an important test of the cross-cultural generalizability of self-control and opportunity-based theories of victimization. Logistic regression models of violent victimization were estimated using a subsample of over 900 Turkish school students. Regression coefficients were estimated for 20 datasets generated through a multivariate sequential imputation technique, with results then pooled. Lifestyle measures associated with school-based victimization included in-school delinquency, delinquent self-cutting, gang membership, and number of gang friends. Perceived school guardianship/control was also related to victimization, as was low self-control. The authors found little evidence that the effects of low self-control were mediated or moderated by lifestyle characteristics or perceived school security. Findings suggest that the propositions of lifestyle-routine activities and self-control theories regarding victimization risk can largely be generalized to Turkish high school students. Findings imply that school-based victimization prevention in Turkey should target individual-level criminogenic traits and lifestyles as well as risky environmental school characteristics.     

School-based child sexual abuse prevention programs

Early prevention education training has been advocated by scholars and practitioners to intervene with children and youth who have been or are being sexually abused as well as to prevent sexual abuse from occurring. This study identified and surveyed major school-based child sexual abuse prevention programs in the country. Results obtained from 126 prevention programs indicated that most programs are conducted at a local level; that together they reach hundreds of thousands of students, parents, teachers, and other school staff; and that they offer a prescribed curriculum and resource materials. Nearly two-thirds receive state funding assistance, with less than a third charging the schools. Most were established in the early and mid 1980s and have well-educated staff. Further, most work to meet the needs of disabled students and provide means for disclosure of sexual abuse. Training format, duration, and materials vary.This study was supported by Grant #5083B80014, Womens Educational Equity Act Program, U.S. Department of Education.