scholarly journals Process Evaluation of the Tier 1 Program of the Project P.A.T.H.S.

2006 ◽  
Vol 1 ◽  
pp. 300-309
Author(s):  
Daniel T.L. Shek ◽  
Keung Hing Ma ◽  
Joyce H.Y. Lui ◽  
Daniel W.M. Lung
Keyword(s):  
Process Evaluation ◽  
Tier 1

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 of the Project P.A.T.H.S.

2006 ◽  
Vol 6 ◽  
pp. 2264-2273 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Hing Keung Ma ◽  
Joyce H.Y. Lui ◽  
Daniel W.M. Lung
Keyword(s):  
Process Evaluation ◽  
Student Motivation ◽  
Student Participation ◽  
Student Interest ◽  
Delivery Method ◽  
Implementation Quality ◽  
Tier 1 ◽  
Program Adherence

To understand the implementation quality of the Tier 1 Program of the Project P.A.T.H.S., two observers carried out process evaluation in six schools randomly selected from the participating schools in the form of systematic observations of 12 units. Results showed that the overall level of program adherence was generally high, ranging from 50% to 95%, with an average of 84.5%. 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, instructors’ familiarity with the students, opportunity for reflection, degree of achievement of the objectives, quality of preparation, overall implementation quality, and success of implementation was also observed. The findings provide support for the implementation quality of the program.

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.

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.

Some applications of electron beam microanalysis techniques in VLSI process evaluation

1983 ◽  
Vol 41 ◽  
pp. 160-161
Author(s):  
Simon Thomas
Keyword(s):  
Integrated Circuits ◽  
Process Evaluation ◽  
Large Scale ◽  
Technology Development ◽  
Analytical Techniques ◽  
Successful Implementation ◽  
Analysis Of Failures ◽  
Characterization Of Materials ◽  
Circuits Vlsi

Trends in the technology development of very large scale integrated circuits (VLSI) have been in the direction of higher density of components with smaller dimensions. The scaling down of device dimensions has been not only laterally but also in depth. Such efforts in miniaturization bring with them new developments in materials and processing. Successful implementation of these efforts is, to a large extent, dependent on the proper understanding of the material properties, process technologies and reliability issues, through adequate analytical studies. The analytical instrumentation technology has, fortunately, kept pace with the basic requirements of devices with lateral dimensions in the micron/ submicron range and depths of the order of nonometers. Often, newer analytical techniques have emerged or the more conventional techniques have been adapted to meet the more stringent requirements. As such, a variety of analytical techniques are available today to aid an analyst in the efforts of VLSI process evaluation. Generally such analytical efforts are divided into the characterization of materials, evaluation of processing steps and the analysis of failures.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

Sign in / Sign up

Export Citation Format

Share Document