The Potential of Coaching as a Strategy to Improve the Effectiveness of School-Based Substance Use Prevention Curricula

Autor/inn/en	Ringwalt, Christopher L.; Pankratz, Melinda M.; Hansen, William B.; Dusenbury, Linda; Jackson-Newsom, Julia; Giles, Steven M.; Brodish, Paul H.
Titel	The Potential of Coaching as a Strategy to Improve the Effectiveness of School-Based Substance Use Prevention Curricula
Quelle	In: Health Education & Behavior, 36 (2009) 4, S.696-710 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198107303311
Schlagwörter	Control Groups; Prevention; Substance Abuse; Drug Education; Program Effectiveness; Curriculum; Smoking; Educational Research; Intervention; Teaching Methods; Student Characteristics; Statistical Analysis; Middle School Students; Student Attitudes; Surveys; Health Education; Illinois + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Drug use; Drug consomption; Drogenkonsum; Drogenarbeit; Curricula; Lehrplan; Rahmenplan; Rauchen; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Survey; Umfrage; Befragung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung
Abstract	Research-based substance use prevention curricula typically yield small effects when implemented by school teachers under real-world conditions. Using a randomized controlled trial, the authors examined whether expert coaching improves the effectiveness of the All Stars prevention curriculum. Although a positive effect on students' cigarette use was noted, this finding may be attributed to marked baseline differences on this variable across the intervention and control groups. No effects were found on students' alcohol or marijuana use or on any of several variables thought to mediate curriculum effects. The effects of coaching on teachers may not become evident until future years, when they have moved beyond an initial mechanical delivery of the curriculum. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10