Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
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Daniel T.L. Shek
und
Cecilia M.S. Ma
Abstract
The present study was conducted to explore the implementation quality of the Secondary 3 Program of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the third year of the Full Implementation Phase. Classroom observations of 182 units in 129 schools were conducted. Results showed that the overall level of program adherence was 73.9%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that overall implementation quality was significantly predicted by student participation and involvement, strategies to enhance student motivation, use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation. Success of implementation was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives and time management. The present findings generally suggest that the implementation quality of Project P.A.T.H.S. was high.
©2012 by Walter de Gruyter Berlin Boston
Artikel in diesem Heft
- Masthead
- Masthead
- Editorial
- Support for Project P.A.T.H.S. in Hong Kong: continuation of positive evaluation evidence
- Review Articles
- From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.
- The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program
- Original Articles
- Interim evaluation of the Tier 1 Program of Project P.A.T.H.S.: continuation of evidence
- Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts
- A stakeholder-collaborative evaluation of intervention for students with greater psychosocial needs
- Impact of Project P.A.T.H.S. on adolescent developmental outcomes in Hong Kong: findings based on seven waves of data
- Qualitative evaluation of Project P.A.T.H.S. in Hong Kong: focus groups based on Secondary 3 program implementers
- Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong
- Implementation of a positive youth development program by class teachers in a Chinese context
Artikel in diesem Heft
- Masthead
- Masthead
- Editorial
- Support for Project P.A.T.H.S. in Hong Kong: continuation of positive evaluation evidence
- Review Articles
- From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.
- The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program
- Original Articles
- Interim evaluation of the Tier 1 Program of Project P.A.T.H.S.: continuation of evidence
- Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts
- A stakeholder-collaborative evaluation of intervention for students with greater psychosocial needs
- Impact of Project P.A.T.H.S. on adolescent developmental outcomes in Hong Kong: findings based on seven waves of data
- Qualitative evaluation of Project P.A.T.H.S. in Hong Kong: focus groups based on Secondary 3 program implementers
- Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong
- Implementation of a positive youth development program by class teachers in a Chinese context
