ID Consecutivo : 2090

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Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

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Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

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ID Consecutivo : 2090

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

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Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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ID Consecutivo : 2090

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Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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ID Consecutivo : 2090

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Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Objetivo:	Docentes	Médicos	Investigadores
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	Evaluadores

 

ID Consecutivo : 2090

Titulo videos

Año de publicación

Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

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Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://pubmed.ncbi.nlm.nih.gov/28631234/

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2090

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Año de publicación Suplemento

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Resumen
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores