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.
J Sch Health. 2012 Jan;82(1):11-20. doi: 10.1111/j.1746-1561.2011.00662.x.
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.
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.
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.
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.
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。
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。
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。
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。
