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Author: Ricky Bay Publisher: ISBN: 9781619421264 Category : School violence Languages : en Pages : 0
Book Description
This book examines violence prevention programs for middle schools and their findings after implementation. The U.S. Department of Education's Office of Safe and Drug-Free Schools (OSDFS) administers a variety of state and national programs under the Safe and Drug-Free Schools and Communities Act (SDFSCA) that are focused on efforts to develop and maintain safe, disciplined, and drug-free schools. Drug and violence prevention activities under these programs are carried out in elementary and secondary schools, as well as in institutions of higher education. While there is now a lengthy set of school-based drug prevention curricula that have been evaluated using rigorous designs, much less evidence is available concerning effective violence prevention strategies in school settings. The need for evidence-based prevention programs is particularly critical for middle schools, whose students experience the highest rate of school-based violence relative to students in other grades.
Author: Ricky Bay Publisher: ISBN: 9781619421264 Category : School violence Languages : en Pages : 0
Book Description
This book examines violence prevention programs for middle schools and their findings after implementation. The U.S. Department of Education's Office of Safe and Drug-Free Schools (OSDFS) administers a variety of state and national programs under the Safe and Drug-Free Schools and Communities Act (SDFSCA) that are focused on efforts to develop and maintain safe, disciplined, and drug-free schools. Drug and violence prevention activities under these programs are carried out in elementary and secondary schools, as well as in institutions of higher education. While there is now a lengthy set of school-based drug prevention curricula that have been evaluated using rigorous designs, much less evidence is available concerning effective violence prevention strategies in school settings. The need for evidence-based prevention programs is particularly critical for middle schools, whose students experience the highest rate of school-based violence relative to students in other grades.
Author: Suyapa Silvia Publisher: ISBN: Category : Languages : en Pages : 217
Book Description
This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. After 3 years of implementation, the combined curriculum and whole-school intervention did not show impact effects on any of the student or teacher outcome measures. As the implementation results document, the programs being evaluated as part of the study were not fully implemented with complete fidelity during these 3 years. This has the potential to limit the ability to find statistically significant differences between intervention and control schools. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Structured Protocols for Collecting Implementation Data; (5) Statistical Precision; (6) Sample Characteristics and Baseline Measures for Year Two Participants; (7) Unadjusted Means and Standard Deviations for Impact Variables--Years Two and Three; and (8) Impact Findings From Year Two. (Contains 88 tables, 6 figures and 25 footnotes.) [For "Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018," see ED519881. For related report, "Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007," see ED509196.].
Author: Leadership Program Publisher: ISBN: 9781954854826 Category : Education Languages : en Pages : 0
Book Description
Today's educators face a critical challenge that goes beyond the curriculum: they must nurture appropriate social and emotional behaviors by providing youth with the conflict-resolution and leadership skills necessary for modern life. The Leadership Program's Violence Prevention Project delivers on that need with an approach that engages, informs, and empowers its early adolescent audience. The Violence Prevention Project Leadership Skills curriculum has been implemented in over 5,000 classrooms for over 150,000 Title 1 students--and has earned distinction from the Office of Juvenile Justice and Delinquency Prevention as the country's top program of its kind. This guidebook includes thirty-seven lessons complete with step by-step instructions that make facilitation easy and accessible. Help your students get to the core of conflict and transform into leaders in your classroom and community.
Author: Leadership Program Publisher: ISBN: 9781954854833 Category : Languages : en Pages : 0
Book Description
Today's educators face a critical challenge that goes beyond the curriculum: they must nurture appropriate social and emotional behaviors by providing youth with the conflict-resolution and leadership skills necessary for modern life. The Leadership Program's Violence Prevention Project delivers on that need with an approach that engages, informs, and empowers its early adolescent audience. The Violence Prevention Project Leadership Skills curriculum has been implemented in over 5,000 classrooms for over 150,000 Title 1 students--and has earned distinction from the Office of Juvenile Justice and Delinquency Prevention as the country's top program of its kind. This guidebook includes thirty-seven lessons complete with step by-step instructions that make facilitation easy and accessible. Help your students get to the core of conflict and transform into leaders in your classroom and community.
Author: Suyapa Silvia Publisher: ISBN: Category : Languages : en Pages : 24
Book Description
This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. These are the main findings regarding intervention impacts after 3 years: (1) There were no statistically significant differences between intervention and control schools on self-reported student violence or victimization; (2) There were no statistically significant program impacts on violence or victimization for students who were at risk for engaging in violence but who had not previously done so; (3) There were no statistically significant program impacts on violence or victimization for high-risk students who had previously engaged in violence; and (4) There were no statistically significant impacts on either secondary or intermediate outcomes. (Contains 1 table, 3 figures and 4 footnotes.) [For the full report, see ED519880.].
Author: Ricky Bay
Author: Ricky Bay
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Author: Suyapa Silvia
Author: Leadership Program
Author: Leadership Program
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Author: Suyapa Silvia