技术援助模式之间的关联,以建立学校的组织能力和改善学生对学校气候的看法
Renee Ryberg1, Sarah Her2, Deborah Temkin2
1Child Trends, Chapel Hill, North Carolina, USA.
American journal of community psychology
|January 11, 2024
概括
使用安全学校认证 (SSC) 模式,为组织能力建设提供技术援助,对学生对学校气候的看法产生了微小的积极影响. 这表明其在学校改进工作中的有效性证据有限.
科学领域:
- 教育心理学教育心理学
- 组织发展组织发展.
- 学校气候研究学校气候研究
背景情况:
- 组织能力建设对于学校的变化至关重要,通常需要技术援助.
- 安全学校认证 (SSC) 模式为改善学校环境提供了一个框架.
- 评估技术援助对学校气候的影响对于基于证据的实践至关重要.
研究的目的:
- 通过SSC模型评估技术援助在改善学校气候方面的作用.
- 评估组织能力建设对学生对学校的看法的影响.
- 确定结构化框架的有效性,在教育环境中提供支持.
主要方法:
- 准实验性的,重复的措施设计.
- 采用了八个要素框架来建立组织能力.
- 收集了华盛顿特区6所中学和高中多年来收集的数据.
主要成果:
- 接受SSC框架技术援助的学校在学生对学校气候的看法上显示出稍微更积极的变化.
- 在受支持和不受支持的学校之间观察到的学校气候感知差异很小.
- 有限的证据表明,组织能力的技术援助与学生所感知的学校气候之间存在积极的关联.
结论:
- 通过SSC模型,为组织能力建设提供技术援助,与学生感知到的学校气候的轻微改善有关.
- 这项研究提供了有限的证据,支持这种方法在改善学校环境方面的有效性.
- 可能需要进一步的研究来探索细微差别,并优化此类干预措施的影响.
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