A methodologic evaluation study of 'Caring Habit of the Month Program': Cognitive, affective and behavioral effects of an anti-violence program in middle school children.

摘要

The focus of this study is to implement a cross-sectional comparative study design that uses the CDC Guideline for Program Evaluation (1999) to analyze the effectiveness of one specific character education program ( Caring Habit of the Month) in two urban middle schools over a four year period in Western Pennsylvania. Both formative (process) and summative (outcome) data provide information regarding the degree to which the program is implemented as designed, teacher perceived barriers to classroom integration, and both teachers' and students' cognitive, affective, and behavioral response to the program. A secondary aim of the study is to determine the value of a multi-method design that is conducive to research in the schools where there is limited ability to conduct experimental research. Instruments used for the study included an open ended student survey, a pilot use of a directed Observational Checklist and a pilot Teacher Questionnaire in order to describe the degree to which teacher opinion of developmental appropriateness, pre program teacher preparation, compatibility with academic curriculum were associated with implementation. Teacher demographics (years of teaching, gender and race) were also considered as possible variables that may impact upon classroom implementation of the Program. Data analysis using T tests and regression models revealed two statistically significant factors associated with implementation to be pre program teacher preparation (p = 0.072) and teacher perception of developmental appropriateness (p = 0.056). Gender and teaching experience were not found to be significant factors in program implementation. The impact of race on program implementation could not be adequately assessed given the homogeneity of the sample. Changes in student behavior in relation to the degree of program implementation appeared to be significantly correlated (p = 0.047).; There are a number of public health implications associated with this program evaluation. To date, there have been no reported evaluation studies that have incorporated the public health model for program evaluation of primary prevention programs in the schools. Yet, this model appears to be a sound basis for evaluating the degree to which a program is adapted into the school environment and for determining the possible association between teacher acceptance and student response. Coordination of efforts between the public health and education domains is necessary given the cost of such programs and, more importantly, the cost to society if school violence is perpetuated. (Abstract shortened by UMI.)