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Abstract
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AUTHOR'S ABSTRACT:
The purpose of this study was to design, implement, and measure the effectiveness of a violence prevention curriculum for at risk high school students. The curriculum design, based on Taba's (1962) and Bilodeau's (1992) models, incorporated the use of problem solving exercises, role-plays and cooperative learning group activities. A mixed methods approach including both qualitative and quantitative methods was used in evaluating the effectiveness of the curriculum. Quantitative measures used included the Knowledge Assessment Inventory, the Coopersmith Self Esteem Inventory, the Problems Solving Inventory. Grades, absences, and disciplinary referral data were collected. Qualitatively, student/teacher self-reports and interviews were used to validate quantitative findings. Sixteen at risk high school students participated in the four month long curriculum. Student participants showed improved self-esteem, skill knowledge, increased grade averages, and a decrease in disciplinary problems after completion of the curriculum. All sixteen students were removed from the list of at risk students due to improvement seen in both academic and social behaviors. Additional longitudinal case studies are recommended to verify the results of this research. (Abstract Adapted from Source: Dissertation Abstracts International, 2000. Copyright © 2000 by John T. Baughman; University Microfilms International)
Texas
Curriculum
Senior High School Student
School Based
Violence Prevention
At Risk Juvenile
At Risk Youth
Late Adolescence
Early Adolescence
Prevention Program
Program Effectiveness
Program Evaluation
Program Design
Program Implementation
03-01 |