Ringwalt Chris, Ennett Susan T, Vincus Amy, Simons-Rudolph Ashley
Chapel Hill Center, Pacific Institute for Research & Evaluation, 1516 E. Franklin St., Suite 200, Chapel Hill, North Carolina 27514-2812, USA.
Prev Sci. 2004 Sep;5(3):197-206. doi: 10.1023/b:prev.0000037642.40783.95.
In this study we estimate the proportion of the nation's middle school teachers who have adapted substance abuse curricula in response to their students' special problems or needs. We also explore a variety of characteristics associated with schools, teachers, and the curricula implemented that are associated with adaptations made in response to the most prevalent of these student problems or needs. Study data were collected in 1999 from a representative sample of lead substance abuse prevention teachers in the nation's public and private schools. We found that 79.8% of respondents report adapting their prevention curricula in response to at least one of the dozen student problems and needs specified. The problems cited most frequently, by slightly more than half of all respondents, relate to the needs of students who are sexually active or have discipline problems. Associated most strongly with adaptations for these two reasons were teachers who were recently trained in their curricula, and substance abuse prevention lessons that could readily be integrated into the school's overall curriculum. We discuss the need for curriculum developers to recognize the frequency with which, and reasons for which, teachers are adapting their curricula, and to include appropriate optional content that addresses students' needs.
在本研究中，我们估算了全国中学教师中针对学生的特殊问题或需求而调整药物滥用课程的比例。我们还探究了与学校、教师以及所实施课程相关的各种特征，这些特征与因应这些学生最普遍的问题或需求而做出的调整有关。研究数据于1999年从全国公立和私立学校中具有代表性的主要药物滥用预防教师样本中收集。我们发现，79.8%的受访者报告称针对所指定的十几个学生问题和需求中的至少一个对其预防课程进行了调整。略超过一半的受访者最常提及的问题与性活跃或有纪律问题的学生的需求有关。因这两个原因而进行调整最密切相关的是最近接受过课程培训的教师，以及能够轻松融入学校整体课程的药物滥用预防课程。我们讨论了课程开发者认识教师调整课程的频率和原因，并纳入满足学生需求的适当可选内容的必要性。
