The Urgency of Doing: Assessing the System of Sustainable Implementation Model via the Schools Implementing towards Sustainability (SITS) Scale
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| Title: | The Urgency of Doing: Assessing the System of Sustainable Implementation Model via the Schools Implementing towards Sustainability (SITS) Scale |
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| Language: | English |
| Authors: | Moceri, Dominic C., Elias, Maurice J., Fishman, Daniel B., Pandina, Robert, Reyes-Portillo, Jazmin A. |
| Source: | Journal of Community Psychology. Jul 2012 40(5):501-519. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Science Achievement, Construct Validity, Validity, Measures (Individuals), Prevention, Attendance, Outcomes of Education, Reliability, Federal Legislation, Elementary Secondary Education, Public Schools, School Psychology, Psychology |
| Laws, Policies and Program Identifiers: | Elementary and Secondary Education Act, No Child Left Behind Act 2001 |
| DOI: | 10.1002/jcop.21477 |
| ISSN: | 0090-4392 |
| Abstract: | School-based prevention and promotion interventions (SBPPI) improve desirable outcomes (e.g., commitment to school and attendance) and reduce undesirable outcomes (e.g., suspensions and violence). Unfortunately, our understanding of how to effectively implement and sustain SBPPI outside of well-controlled conditions is lacking. To bridge this science/"real world" practice gap, a system of sustainable implementation, which merges implementation strategies and sustainability strategies, is proposed for SBPPI. Ecological levels and phases affect this system. This conceptualization is supported by analyses from a diverse sample of 157 schools implementing Social-Emotional Character Development, a type of SBPPI. The system of sustainable implementation was measured using the Schools Implementing Towards Sustainability (SITS) scale, which was designed to be "user-friendly" in field settings by being viable and scalable. The SITS demonstrated strong reliability as well as promising concurrent and construct validity. Implications are discussed. (Contains 2 tables and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2012 |
| Accession Number: | EJ968202 |
| Database: | ERIC |
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| Abstract: | School-based prevention and promotion interventions (SBPPI) improve desirable outcomes (e.g., commitment to school and attendance) and reduce undesirable outcomes (e.g., suspensions and violence). Unfortunately, our understanding of how to effectively implement and sustain SBPPI outside of well-controlled conditions is lacking. To bridge this science/"real world" practice gap, a system of sustainable implementation, which merges implementation strategies and sustainability strategies, is proposed for SBPPI. Ecological levels and phases affect this system. This conceptualization is supported by analyses from a diverse sample of 157 schools implementing Social-Emotional Character Development, a type of SBPPI. The system of sustainable implementation was measured using the Schools Implementing Towards Sustainability (SITS) scale, which was designed to be "user-friendly" in field settings by being viable and scalable. The SITS demonstrated strong reliability as well as promising concurrent and construct validity. Implications are discussed. (Contains 2 tables and 1 figure.) |
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| ISSN: | 0090-4392 |
| DOI: | 10.1002/jcop.21477 |
