Prevention in context: Classroom heterogeneity as a moderator of PATHS' effectiveness

Lisa M. Chauveron, Daniel F. Perkins

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Empirically-based programmes are the cornerstone of the prevention science field. Beyond curriculum content and design, several aspects of school-based prevention and intervention programmes have been found to contribute to their effectiveness, including implementer training, programme fidelity and principal [head teacher] support. The current investigation examined whether the degree of heterogeneity among classroom members (ie. students' racial or ethnic backgrounds, students' neighbourhood socio-economic status (SES), students' neighbourhood education level and students' neighbourhood immigrant status) influences the effectiveness of the Promoting Alternative Thinking Strategies (PATHS) social and emotional learning programme. The analyses found a relationship between the degree of classroom heterogeneity and students' pre-test scores on social and emotional variables. Moreover, gender differences were evident on pre-test scores, reflecting differential baselines. The findings for analysis on classroom heterogeneity as a moderator of the programme's effectiveness in improving students' social and emotional competence were mixed. Future research and policy implications are discussed related to advancing the field and ensuring culturally relevant evidence-based programming.

Original languageEnglish (US)
Pages (from-to)44-59
Number of pages16
JournalJournal of Children's Services
Volume4
Issue number1
DOIs
StatePublished - Jan 1 2009

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moderator
Students
classroom
student
Education
teaching content
Program Evaluation
Curriculum
Thinking
training program
gender-specific factors
programming
Head
immigrant
Economics
Learning
teacher
science
school
learning

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science
  • Law

Cite this

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Prevention in context : Classroom heterogeneity as a moderator of PATHS' effectiveness. / Chauveron, Lisa M.; Perkins, Daniel F.

In: Journal of Children's Services, Vol. 4, No. 1, 01.01.2009, p. 44-59.

Research output: Contribution to journalArticle

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