全国全校计划的可行性,可接受性和适当性,以减少学校暴力和改善学校共存
Rodrigo Rojas-Andrade1, Verónica Lopez Leiva2, Jorge J Varela3
1Escuela de Psicología, Universidad de Santiago de Chile, Santiago, Chile.
Frontiers in psychology
|July 9, 2024
概括
"学习共同生活计划"有效地改善了COVID-19后智利的学校气候和合作. 这种全校的方法显示了拉丁美洲教育政策的前景.
科学领域:
- 教育心理学教育心理学
- 公共卫生政策 公共卫生政策
- 教育社会学教育的社会学
背景情况:
- 在COVID-19后,学校面临越来越多的暴力,需要全面的战略.
- 智利教育部启动了一项国家计划,以应对学校的气候挑战.
研究的目的:
- 评估"学习共同生活计划" (LLT) 的可行性,可接受性和适当性.
- 评估全国,多层次,全校的方法对智利学校气候管理的影响.
主要方法:
- 在全国范围内实施"学习共同生活计划" (LLT).
- 在783所学校的1561名学校工作人员中进行了调查,以衡量计划的尺寸.
- 评估可接受性,适用性,可行性,态度,忠诚度和感知结果.
主要成果:
- 在参与学校中观察到高初步采用率.
- 在学校的气候实践和协作中发现了显著的改进.
- 加强学校协作网络是其中一个关键成果.
结论:
- 多层次,全校的方法是改善拉丁美洲学校气候的可行策略.
- 调查结果为教育和政府决策提供了关键数据.
- 结果表明,在不同的国际背景下,类似政策的适用性.
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