通过使用社会情感和品格发展计划提高小学质量：夏威夷的一项配对、整群随机对照试验。
Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i.
机构信息
Division of Prevention and Community Research, Department of Psychiatry, Yale University School of Medicine, The Consultation Center, 389 Whitney Ave., New Haven, CT 06511, USA.
出版信息
J Sch Health. 2012 Jan;82(1):11-20. doi: 10.1111/j.1746-1561.2011.00662.x.
BACKGROUND
School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006.
METHODS
School-level archival data, collected by the Hawai'i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models.
RESULTS
Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system.
CONCLUSIONS
School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change.
背景
学校安全和质量影响学生的学习和成功。本研究采用匹配对、整群随机对照设计，考察了一项全面的小学社会情感和品格教育计划——积极行动（Positive Action）对教师、家长和学生对学校安全和质量感知的影响。Positive Action Hawai'i 试验包括 20 所不同种族/民族的学校，于 2002-2003 年至 2005-2006 年进行。
方法
学校层面的档案数据由夏威夷教育部收集，用于检验试验后 1 年的项目效果。对教师、家长和学生数据进行分析，以检验学生安全和幸福感、参与度和满意度等学校质量指标，以及整体学校质量。主要分析采用匹配对 t 检验，敏感性分析包括置换检验和随机截距增长曲线模型。
结果
与基线相比，干预学校在试验后 1 年的变化分析显示，与对照学校相比，干预学校的学校质量显著提高，教师、家长和学生分别报告的整体学校质量得分提高了 21%、13%和 16%。教师、家长和学生对个别学校质量指标的报告显示，学生安全和幸福感、参与度、满意度、优质学生支持、集中和持续行动、基于标准的学习、专业精神和系统能力以及协调的团队合作等方面都有所改善。教师报告还显示系统的响应能力有所提高。
结论
学校质量得到了实质性的提高，这表明学校范围的社会情感和品格教育计划可以提高学校质量，促进整个学校的变革。
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