Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/4487
PIRA download icon_1.1View/Download Full Text
DC FieldValueLanguage
dc.contributorDepartment of Applied Social Sciencesen_US
dc.creatorShek, DTLen_US
dc.creatorSun, RCFen_US
dc.creatorKan, VWMen_US
dc.date.accessioned2014-12-11T08:24:20Z-
dc.date.available2014-12-11T08:24:20Z-
dc.identifier.issn2356-6140en_US
dc.identifier.urihttp://hdl.handle.net/10397/4487-
dc.language.isoenen_US
dc.publisherHindawi Publishing Corporationen_US
dc.rights© 2009 with authoren_US
dc.rightsThis article is distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.en_US
dc.subjectQuality of curriculum deliveryen_US
dc.subjectObservationen_US
dc.subjectPositive youth development programen_US
dc.titleFull implementation of the Secondary 1 program of Project P.A.T.H.S. : observations based on the co-walker schemeen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage982en_US
dc.identifier.epage991en_US
dc.identifier.volume9en_US
dc.identifier.doi10.1100/tsw.2009.116en_US
dcterms.abstractThis study was conducted in order to understand the implementation quality of the Secondary 1 Program of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the first year of the Full Implementation Phase. Classroom observations of 137 units in 85 schools were conducted under the Co-Walker Scheme. Results showed that the overall level of program adherence was generally high, with an average of 86.57%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that (1) overall implementation quality was significantly predicted by interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, and lesson preparation; whereas (2) success of implementation was significantly predicted by student interest, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, and degree of achievement of the objectives. In general, the present study suggests that the implementation quality of the Project P.A.T.H.S. is good.en_US
dcterms.accessRightsopen access-
dcterms.bibliographicCitationThe scientific world journal, 2009, v. 9, p. 982-991en_US
dcterms.isPartOfThe scientific world journalen_US
dcterms.issued2009-
dc.identifier.isiWOS:000273679300023-
dc.identifier.scopus2-s2.0-77649286217-
dc.identifier.pmid19802492-
dc.identifier.eissn1537-744Xen_US
dc.identifier.rosgroupidr49589-
dc.description.ros2009-2010 > Academic research: refereed > Publication in refereed journalen_US
dc.description.oaVersion of Record-
dc.identifier.FolderNumbera0636-n173-
dc.description.pubStatusPublished-
Appears in Collections:Journal/Magazine Article
Files in This Item:
File Description SizeFormat 
920708.pdf132.03 kBAdobe PDFView/Open
Open Access Information
Status open access
File Version Version of Record
Access
View full-text via PolyU eLinks SFX Query
Show simple item record

Page views

117
Last Week
0
Last month
Citations as of Mar 24, 2024

Downloads

24
Citations as of Mar 24, 2024

SCOPUSTM   
Citations

23
Last Week
0
Last month
0
Citations as of Mar 28, 2024

WEB OF SCIENCETM
Citations

7
Last Week
0
Last month
0
Citations as of Mar 28, 2024

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.