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Your search keyword '"Flay, Brian R."' showing total 26 results
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22. Smoking Prevention and the Concept of Risk1

Author

Best, J. Allan, primary, Flay, Brian R., additional, Towson, Shelagh M.J., additional, Ryan, Katherine B., additional, Perry, Cheryl L., additional, Brown, K. Stephen, additional, Kersell, Mary W., additional, and D'Avernas, Josie R, additional

Published
1984
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26. 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.

Author

Snyder FJ, Vuchinich S, Acock A, Washburn IJ, and Flay BR

Subjects
Attitude to Health, Child, Female, Hawaii, Humans, Interpersonal Relations, Male, Program Evaluation, Qualitative Research, Reproducibility of Results, Social Behavior, Students statistics & numerical data, Surveys and Questionnaires, Child Behavior psychology, Quality Improvement organization & administration, Quality of Life, School Health Services organization & administration, Schools organization & administration, Students psychology
Abstract

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., (© 2011, American School Health Association.)

Published
2012
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