scholarly journals Process Evaluation of the Implementation of the Secondary 2 Program of Project P.A.T.H.S. in the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 83-94 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Tak Yan Lee ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Process Evaluation ◽  
Program Implementation ◽  
Development Program ◽  
Supporting Evidence ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Experimental Implementation ◽  
Tier 1

This study aimed to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) delivered in the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Observers carried out process evaluation in the form of systematic observations of curriculum units in four randomly selected schools. Results showed that the overall level of program adherence was generally high, ranging from 70 to 95%, with an average of 83.6%. The mean ratings of the program implementation quality were high, and the inter-rater reliability on these ratings across the observers was highly reliable. Despite limitations, the findings of this study suggest that the implementation quality of the Secondary 2 Program (Tier 1 Program) of the Experimental Implementation Phase was favorable, and provide supporting evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong.

scholarly journals Secondary 1 Program of Project P.A.T.H.S.: Process Evaluation Based on the Co-Walker Scheme

2009 ◽  
Vol 9 ◽  
pp. 704-714 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Catalina S. M. Ng
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Systematic Observation ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Full Implementation ◽  
Tier 1 ◽  
Program Adherence

This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the “Co-Walker Scheme”, systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong.

scholarly journals Experimental Implementation of the Secondary 3 Program of Project P.A.T.H.S.: Observations Based on the Co-Walker Scheme

2009 ◽  
Vol 9 ◽  
pp. 1003-1011 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Christina Y. P. Tang
Keyword(s):  
Process Evaluation ◽  
Classroom Observations ◽  
Implementation Quality ◽  
Implementation Phase ◽  
The Third ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Program Adherence ◽  
The Mean

Classroom observations based on the Co-Walker Scheme were conducted in 34 schools in order to examine the implementation quality of the Tier 1 Program (Secondary 3 Program) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the Experimental Implementation Phase. Results showed that the overall level of program adherence was generally high (with an average of 82.8%) and the mean ratings of the 13 items examining the implementation quality were all on the high side. Student participation and involvement, and the degree of achievement of the objectives, were the two significant predictors of both overall implementation quality and success of implementation, whereas lesson preparation was the third significant predictor of overall implementation quality. In conjunction with other process evaluation findings, the present study supports that the implementation quality of the Project P.A.T.H.S. is good.

scholarly journals A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in Hong Kong: Learning from the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 1047-1062
Author(s):  
Tak Yan Lee
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Phase ◽  
Youth Development Program ◽  
Incremental Change ◽  
Experimental Implementation ◽  
Tier 1

This investigation of the implementation of a positive youth development program (Project P.A.T.H.S.) was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Utilizing a case study approach, individual and focus group interviews were conducted in 2007 to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. The focus of this study was on how the implementers of a school made use of the experience gained in the Experimental Implementation Phase (EIP) in 2005/06 to improve the program implementation quality in the Full Implementation Phase (FIP) in 2006/07. Results showed that the program implementation in the FIP was generally high and the program was well received by the implementers. Factors that facilitated the implementation of the program were identified, including the adoption of an incremental change strategy, the incorporation of the program into both formal and informal curricula, positive perceptions of the program among staff and agency social workers, sufficient school administrative support, excellent cooperation between the school and the social work agency, presence of a dedicated school contact person and instructors who engaged themselves in continuous quality improvement of the implementation, and an emphasis on application of what had been learned. Difficulties encountered by the school in the process of implementation were also observed. Based on the present findings, key process variables that facilitate or impede the implementation of positive youth development programs are discussed. Implications for future program implementation are also discussed.

scholarly journals Implementation Quality of a Positive Youth Development Program: Cross-Case Analyses Based on Seven Cases in Hong Kong

2008 ◽  
Vol 8 ◽  
pp. 1075-1087 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
School Administrators ◽  
Development Program ◽  
Policy Support ◽  
Successful Implementation ◽  
Formal Curriculum ◽  
Implementation Quality ◽  
Tier 1

Cross-case analyses of factors that influence the process and implementation quality of the Tier 1 Program of the Project P.A.T.H.S. based on seven cases were carried out. Systematic and integrative analyses revealed several conclusions. First, several factors related to policy, people, program, process, and place (5 “P”s) were conducive to the successful implementation of the Tier 1 Program in the schools. Second, there were obstacles and difficulties with reference to the 5 “P”s that impeded the quality of implementation. Third, policy support and people (especially commitment and passion of the principals, senior school administrators, and program implementers) are two main groups of factors that influence the quality of program implementation. Fourth, although there were different arrangements for program implementation, incorporation of the Tier 1 Program into the formal curriculum was a sound and viable strategy. Fifth, implementation of the Tier 1 Program in schools that admitted students with high or low academic achievement was viable. Sixth, the program was generally perceived positively by the program participants and implementers. Finally, the program implementers perceived the program to be beneficial to the program participants.

scholarly journals Process Evaluation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S.: Findings Based on the Full Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 35-46 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Hing Keung Ma ◽  
Rachel C. F. Sun ◽  
Daniel W. M. Lung
Keyword(s):  
Process Evaluation ◽  
Time Management ◽  
Student Interest ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Program Adherence ◽  
High Range

To understand the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), observers carried out process evaluation in the form of systematic observations of 22 units in 14 randomly selected schools. Results showed that the overall level of program adherence was generally high (range: 45–100%, with an average of 86.3%). High implementation quality of the program in the areas of student interest, student participation and involvement, classroom control, use of interactive delivery method, use of strategies to enhance student motivation, use of positive and supportive feedbacks, instructors’ familiarity with the students, degree of achievement of the objectives, time management, lesson preparation, overall implementation quality, and success of implementation was also found. The present findings are consistent with those observations based on the experimental implementation phase, suggesting that the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) was generally high.

scholarly journals A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in a Changing Education Policy Environment

2008 ◽  
Vol 8 ◽  
pp. 1010-1026 ◽  
Author(s):  
Tak Yan Lee
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Structural Changes ◽  
Development Program ◽  
Implementation Process ◽  
Policy Environment ◽  
Youth Development Program ◽  
Tier 1

This investigation of the implementation of a positive youth development program (Project P.A.T.H.S.) was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Case studies on randomly selected schools were conducted in order to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the teachers, an integration of the findings of these studies showed that five factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Based on the integrated findings of a randomly selected school, it was found that the school made use of the changes in the educational policy environment to facilitate school policy and structural changes, to pave the way for the success of the implementation of a new and “unfamiliar” curriculum. Overall, the quality of program implementation in the school was good and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are also discussed.

scholarly journals Implementation of a Positive Youth Development Program in a Chinese Context: The Role of Policy, Program, People, Process, and Place

2008 ◽  
Vol 8 ◽  
pp. 980-996 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Process ◽  
Tier 1 ◽  
Policy Program ◽  
Group Interviews

In this paper, a case study is presented based on one school, conducted to examine the factors that influenced the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the instructors, an integration of the findings showed that several factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Obstacles and difficulties with reference to the 5 “P”s that affected the quality of implementation were also identified. Overall, the quality of program implementation in the school was good, and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are discussed.

scholarly journals Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on Three Years of Program Implementation

2010 ◽  
Vol 10 ◽  
pp. 1509-1519 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
School Adjustment ◽  
Development Program ◽  
Implementation Phase ◽  
Personal Variables ◽  
Tier 1 ◽  
Post Test ◽  
And Control

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a positive youth development program implemented in school settings, utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 experimental schools (n = 3,170 students) and 24 control schools (n = 3,808 students) participated in a randomized group trial. Utilizing the six-wave longitudinal data, ANCOVA, and linear mixed models controlling for differences between the two groups in terms of Wave 1 pretest scores, personal variables, and random effects of schools, it was revealed that participants in the experimental schools showed significantly better development than did participants in the control schools at post-test (Wave 6) based on different indicators of positive youth development derived from the Chinese Positive Youth Development Scale and other measures. Students in the experimental schools also displayed a lower level of intention to engage in problem behavior and better school adjustment than did students in the control schools. Similarly, differences between experimental participants who perceived the program to be beneficial and control participants were found.

scholarly journals Evaluation of the Tier 1 Program of Project P.A.T.H.S.: Secondary Data Analyses of Conclusions Drawn by the Program Implementers

2008 ◽  
Vol 8 ◽  
pp. 22-34 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Youth Development ◽  
Development Program ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Implementation Phase ◽  
Youth Development Program ◽  
Data Analyses ◽  
Experimental Implementation ◽  
Tier 1

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a curricula-based positive youth development program. In the experimental implementation phase, 52 schools participated in the program. Based on subjective outcome evaluation data collected from the program participants (Form A) and program implementers (Form B) in each school, the program implementers were invited to write down five conclusions based on an integration of the evaluation findings (N = 52). The conclusions stated in the 52 evaluation reports were further analyzed via secondary data analyses in this paper. Results showed that most of the conclusions concerning perceptions of the Tier 1 Program, instructors, and effectiveness of the programs were positive in nature. There were also conclusions reflecting the respondents’ appreciation of the program. Finally, responses on the difficulties encountered and suggestions for improvements were observed. In conjunction with the previous evaluation findings, the present study suggests that the Tier 1 Program was well received by the stakeholders and the program was beneficial to the development of the program participants.

scholarly journals Interim Evaluation of the Secondary 2 Program of Project P.A.T.H.S.: Insights Based on the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 61-72 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Andrew M. H. Siu
Keyword(s):  
Implementation Process ◽  
Positive Development ◽  
School Students ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Telephone Interviews ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Negative Comments

An interim evaluation was conducted to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) in the Experimental Implementation Phase. Twenty-five schools were randomly selected to participate in personal and/or telephone interviews to provide information on the implementation details of the program and perceived attributes of the worker-support scheme (“Co-Walker Scheme”). Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. They also identified several good aspects in the program and the Co-Walker Scheme, albeit expressing some negative comments on the program design and difficulties in the implementation process. In conjunction with other findings reported previously, the present findings suggest that the Tier 1 Program is well received by different stakeholders and it promotes the positive development of secondary school students in Hong Kong.

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