scholarly journals Interim Evaluation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S.: First Year of the Full Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 47-60 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Hing Keung Ma ◽  
Rachel C. F. Sun
Keyword(s):  
Implementation Process ◽  
First Year ◽  
Perceived Benefits ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Telephone Interviews ◽  
Full Implementation ◽  
Tier 1 ◽  
Negative Comments

To understand the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the full implementation phase, 100 schools were randomly selected to participate in personal and/or telephone interviews regarding the quality of the implementation process of the Tier 1 Program. In the interviews, the participants described the responses of the students to the program, the perceived benefits of the program, the perceived good aspects of the program, and the areas requiring improvement, difficulties encountered in the implementation process, and perceived attributes of the worker-support scheme (“Co-Walker Scheme”). Results showed that most workers perceived that the students had positive responses to the program and the program was beneficial to the students. They also identified several good aspects in the program, although negative comments on the program design and difficulties in the implementation process were also recorded. Roughly half of the respondents had positive comments on the “Co-Walker Scheme”. In sum, the respondents generally regarded the program as beneficial to the students and they were satisfied with the Tier 1 Program (Secondary 1 Curriculum) in the full implementation phase, although some implementation difficulties were also expressed.

scholarly journals Interim Evaluation of the Secondary 2 Program of Project P.A.T.H.S.: Insights Based on the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 61-72 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Andrew M. H. Siu
Keyword(s):  
Implementation Process ◽  
Positive Development ◽  
School Students ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Telephone Interviews ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Negative Comments

An interim evaluation was conducted to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) in the Experimental Implementation Phase. Twenty-five schools were randomly selected to participate in personal and/or telephone interviews to provide information on the implementation details of the program and perceived attributes of the worker-support scheme (“Co-Walker Scheme”). Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. They also identified several good aspects in the program and the Co-Walker Scheme, albeit expressing some negative comments on the program design and difficulties in the implementation process. In conjunction with other findings reported previously, the present findings suggest that the Tier 1 Program is well received by different stakeholders and it promotes the positive development of secondary school students in Hong Kong.

scholarly journals Implementation of the Tier 1 Program of the Project P.A.T.H.S.: Interim Evaluation Findings

2006 ◽  
Vol 6 ◽  
pp. 2274-2284 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Rachel C.F. Sun
Keyword(s):  
Social Service ◽  
Program Design ◽  
Implementation Process ◽  
Global Evaluation ◽  
Implementation Quality ◽  
Telephone Interviews ◽  
Tier 1 ◽  
Negative Comments ◽  
Positive Experiences

To understand the implementation quality of the Tier 1 Program of the Project P.A.T.H.S., 25 schools and three school social service units were randomly selected to participate in telephone interviews regarding the quality of the implementation process of the Tier 1 Program of the P.A.T.H.S. Project. In the telephone interviews, the participants described the responses of the students and the workers to the program, the perceived benefits of the program, their assessment of the positive and negative features of the program, as well as difficulties involved in the implementation process. Results showed that most workers perceived that the students had positive responses to the program and half of the workers had positive experiences about the program, although negative comments on the program design and difficulties in the implementation were also recorded. Nearly all workers (97.1%) regarded the program to be beneficial to the students and most of them (78.6%) had positive global evaluation of the project. In short, while the program implementers expressed concerns about the program design and the implementation process, they generally regarded the program as helpful to the students and they had positive global evaluation of the program.

scholarly journals Full Implementation of the Secondary 1 Program of Project P.A.T.H.S.: Observations Based on the Co-Walker Scheme

2009 ◽  
Vol 9 ◽  
pp. 982-991 ◽  
Author(s):  
Daniel T. L. Shek Shek ◽  
Rachel C. F. Sun ◽  
Vivian W. M. Kan
Keyword(s):  
First Year ◽  
Student Interest ◽  
Regression Analyses ◽  
Delivery Method ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Full Implementation ◽  
Tier 1 ◽  
Program Adherence

This 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.

scholarly journals Secondary 1 Program of Project P.A.T.H.S.: Process Evaluation Based on the Co-Walker Scheme

2009 ◽  
Vol 9 ◽  
pp. 704-714 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Catalina S. M. Ng
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Systematic Observation ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Full Implementation ◽  
Tier 1 ◽  
Program Adherence

This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the “Co-Walker Scheme”, systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong.

scholarly journals Experimental Implementation of the Secondary 3 Program of Project P.A.T.H.S.: Observations Based on the Co-Walker Scheme

2009 ◽  
Vol 9 ◽  
pp. 1003-1011 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Christina Y. P. Tang
Keyword(s):  
Process Evaluation ◽  
Classroom Observations ◽  
Implementation Quality ◽  
Implementation Phase ◽  
The Third ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Program Adherence ◽  
The Mean

Classroom observations based on the Co-Walker Scheme were conducted in 34 schools in order to examine the implementation quality of the Tier 1 Program (Secondary 3 Program) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the Experimental Implementation Phase. Results showed that the overall level of program adherence was generally high (with an average of 82.8%) and the mean ratings of the 13 items examining the implementation quality were all on the high side. Student participation and involvement, and the degree of achievement of the objectives, were the two significant predictors of both overall implementation quality and success of implementation, whereas lesson preparation was the third significant predictor of overall implementation quality. In conjunction with other process evaluation findings, the present study supports that the implementation quality of the Project P.A.T.H.S. is good.

scholarly journals Interim Evaluation of the Project P.A.T.H.S.: Findings Based on Different Datasets

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Lu Yu
Keyword(s):  
Hong Kong ◽  
Process Evaluation ◽  
Evaluation Studies ◽  
Implementation Quality ◽  
Face To Face ◽  
Telephone Interviews ◽  
Tier 1 ◽  
Quantitative Results

Interim evaluation studies were carried out in order to examine the implementation details of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong. Quantitative results of the interim evaluation findings based on eight datasets collected from 2006 to 2009 are reported in this paper. Three hundred and seventy-eight schools were randomly selected to provide information on the implementation details of the program via face-to-face interviews, telephone interviews, and self-completed questionnaires. Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. In conjunction with other process evaluation findings, the present study suggests that the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. is high. The present study also provides support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

scholarly journals Process Evaluation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S.: Findings Based on the Full Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 35-46 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Hing Keung Ma ◽  
Rachel C. F. Sun ◽  
Daniel W. M. Lung
Keyword(s):  
Process Evaluation ◽  
Time Management ◽  
Student Interest ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Program Adherence ◽  
High Range

To understand the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), observers carried out process evaluation in the form of systematic observations of 22 units in 14 randomly selected schools. Results showed that the overall level of program adherence was generally high (range: 45–100%, with an average of 86.3%). High implementation quality of the program in the areas of student interest, student participation and involvement, classroom control, use of interactive delivery method, use of strategies to enhance student motivation, use of positive and supportive feedbacks, instructors’ familiarity with the students, degree of achievement of the objectives, time management, lesson preparation, overall implementation quality, and success of implementation was also found. The present findings are consistent with those observations based on the experimental implementation phase, suggesting that the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) was generally high.

Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme

2011 ◽  
Vol 23 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Catalina S.M. Ng ◽  
Louis P.F. Toh
Keyword(s):  
Time Management ◽  
Student Participation ◽  
Predictors Of Success ◽  
Regression Analyses ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Tier 1 ◽  
Program Adherence ◽  
Control Degree

Abstract The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the third year of the Full Implementation Phase was examined in this study, with classroom observations of 233 units in 157 schools. Results demonstrated that the overall level of program adherence was generally high with an average of 72.96%. A total of 13 aspects regarding program delivery were significantly correlated. Multiple regression analyses indicated that overall implementation quality was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, degree of achievement of the objectives, and time management. Student participation and involvement, classroom control, degree of achievement of the objectives, and time management were significant predictors of success of implementation.

Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

2012 ◽  
Vol 24 (3) ◽  
pp. 261-266
Author(s):  
Daniel T.L. Shek ◽  
Cecilia M.S. Ma
Keyword(s):  
Student Motivation ◽  
Time Management ◽  
Student Participation ◽  
Regression Analyses ◽  
Implementation Quality ◽  
Implementation Phase ◽  
The Third ◽  
Tier 1 ◽  
Program Adherence

Abstract The present study was conducted to explore the implementation quality of the Secondary 3 Program of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the third year of the Full Implementation Phase. Classroom observations of 182 units in 129 schools were conducted. Results showed that the overall level of program adherence was 73.9%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that overall implementation quality was significantly predicted by student participation and involvement, strategies to enhance student motivation, use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation. Success of implementation was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives and time management. The present findings generally suggest that the implementation quality of Project P.A.T.H.S. was high.

scholarly journals Process Evaluation of the Implementation of the Secondary 2 Program of Project P.A.T.H.S. in the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 83-94 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Tak Yan Lee ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Process Evaluation ◽  
Program Implementation ◽  
Development Program ◽  
Supporting Evidence ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Experimental Implementation ◽  
Tier 1

This study aimed to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) delivered in the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Observers carried out process evaluation in the form of systematic observations of curriculum units in four randomly selected schools. Results showed that the overall level of program adherence was generally high, ranging from 70 to 95%, with an average of 83.6%. The mean ratings of the program implementation quality were high, and the inter-rater reliability on these ratings across the observers was highly reliable. Despite limitations, the findings of this study suggest that the implementation quality of the Secondary 2 Program (Tier 1 Program) of the Experimental Implementation Phase was favorable, and provide supporting evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong.

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