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.

Implementation quality of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong: findings from the extension phase

2013 ◽  
Vol 25 (4) ◽  
pp. 467-474 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Ting Ting Liu
Keyword(s):  
Hong Kong ◽  
Multiple Regression ◽  
Time Management ◽  
Classroom Observations ◽  
Regression Analyses ◽  
Delivery Method ◽  
Implementation Quality ◽  
Tier 1 ◽  
Program Adherence

Abstract To evaluate the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. (Secondary 1 to Secondary 3), a study based on classroom observations of 597 units in 207 schools was conducted under the Co-Walker Scheme. Results demonstrated that the implementation quality of the program was high in general, with a mean program adherence of 80.8%. The 13 aspects of program delivery under observation were significantly intercorrelated. Multiple regression analyses indicated that: (i) overall implementation quality was significantly predicted by classroom control, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, time management, and lesson preparation; (ii) success of implementation was significantly predicted by student participation and involvement, opportunity for reflection, degree of achievement of the objectives, and time management.

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 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 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.

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

2013 ◽  
Vol 25 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Moon Y.M. Law
Keyword(s):  
Program Implementation ◽  
Time Management ◽  
Extension Phase ◽  
Classroom Observations ◽  
Delivery Method ◽  
Implementation Quality ◽  
Tier 1 ◽  
Program Adherence ◽  
Second Year

Abstract The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the second year of the Extension Phase was examined in this study, with classroom observations of 218 units in 172 schools. Results demonstrated that the overall level of program adherence was generally high with an average of over 90%. Different aspects regarding program delivery were significantly correlated, suggesting that different aspects of program implementation were intimately related. Regarding predictors of global implementation quality, analyses indicated that overall implementation quality was significantly predicted by interactive delivery method, achievement of objectives, time management, and lesson preparation; success of implementation was predicted by student participation and involvement, interactive delivery method, achievement of objectives, and time management. The present study replicated the findings in previous studies.

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 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 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.

Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

2012 ◽  
Vol 24 (3) ◽  
pp. 253-260 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Vicky Y.T. Ho
Keyword(s):  
Hong Kong ◽  
Delivery Method ◽  
Implementation Success ◽  
Implementation Quality ◽  
The Third ◽  
Perceived Success ◽  
Tier 1 ◽  
Program Adherence ◽  
Different Dimensions

Abstract The present study examined the implementation quality of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) at Secondary 2 level in the third year of the initial phase of the project in Hong Kong. Classroom observations of 222 units in 148 schools were conducted under the co-walker scheme. Results generally showed that the overall level of program adherence was high and different dimensions of program delivery were positively correlated amongst themselves. Instructors’ use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation significantly predicted both the overall implementation quality and perceived success of the program. While instructors’ interactive delivery method and their familiarity with the students predicted overall implementation quality, student participation and involvement, and opportunity for reflection were predictive of implementation success. In conjunction with other evaluation findings, the present study lends further support to the high implementation quality of Project P.A.T.H.S. in Hong Kong.

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