Flay B R, Allred C G, Ordway N
Health Research and Policy Centers, School of Public Health, University of Illinois at Chicago 60607, USA.
Prev Sci. 2001 Jun;2(2):71-89. doi: 10.1023/a:1011591613728.
This paper reports on the effectiveness of an integrated comprehensive school model for character development, problem behavior prevention, and academic achievement enhancement. The Positive Action program consists of a school curriculum, together with schoolwide climate, family, and community components. As evaluated here, the yearly K-6 curriculum consists of over 140 fifteen-to-twenty-minute lessons per year delivered in school classrooms on an almost daily basis. The program is based on theories of self-concept, learning, behavior, and school ecology. We use a matched control design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in two separate school districts. The program improved achievement by 16% in one district and 52% in another, and reduced disciplinary referrals by 78% in one district and 85% in the other. We discuss implications of these replicated findings for the prevention of substance abuse and violence, the improvement of school performance, and the reform of American schools.
本文报告了一种综合全面的学校模式在品格发展、问题行为预防和学业成绩提升方面的有效性。“积极行动”项目包括学校课程，以及全校氛围、家庭和社区等方面。在此评估中，每年的幼儿园至六年级课程包括每年超过140节15至20分钟的课程，几乎每天在学校教室授课。该项目基于自我概念、学习、行为和学校生态等理论。我们采用匹配对照设计以及学校层面的成绩和纪律数据，来评估该项目对两个不同学区学生表现和行为的影响。该项目在一个学区使成绩提高了16%，在另一个学区提高了52%，在一个学区将纪律转介减少了78%，在另一个学区减少了85%。我们讨论了这些重复研究结果对于预防药物滥用和暴力、提高学校表现以及美国学校改革的意义。
