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Sigrun K. Ertesv?g P?l Roland Grete S?rensen Vaaland Svein St?rksen Jarmund Veland 《Journal of Educational Change》2010,11(4):323-344
The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate
which conditions in schools helped them to continue the program successfully after the end of the 1-year implementation period.
The study also looked at the actual continuation after the program end. Especially, we looked at which strategies and structures
promoted change beyond the implementation phase. The project groups at four Norwegian schools implementing the program were
interviewed at the end of the implementation period and again 2? years later. The main findings suggest that involvement in
the Respect program enables schools to implement change. However, it is challenging for the schools to continue the work afterwards.
The one school that successfully continued the work after the program was characterized by strong and supportive leadership,
leadership at many levels, they made plans and saw them through, renewed activities and new members of staff were introduced
to and included in the work according to the program principles. These elements were more or less lacking at the other three
schools, at least after the active program period. A main finding is that a 1-year program period is not long enough for most
schools to implement and continue an extensive whole school program like Respect. 相似文献
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Jarmund Veland Unni Vere Midthassel Thormod Idsoe 《Scandinavian Journal of Educational Research》2013,57(6):515-531
This paper is based on a study of 7,372 students in grades 5–10 (aged 11–16) in a representative sample of Norwegian compulsory schools. The aim of the study was to examine the relationship between students' reported socio‐economic status (SES) and their perceived social inclusion (SI) in school in the whole sample. We also considered separately a sub‐sample of students with additional social background disadvantages, i.e. children taken into public care and placed in a foster home or children's home, those whose parents have alcohol‐ or drug‐related problems, or students who are refugees and belonging to ethnic minority groups. For the sample as a whole, results showed a weak but significant relationship between SES and SI. In the disadvantaged sample, this relationship is stronger. These results suggest that additional social background disadvantages intensify the effects of SES on perceived social inclusion in school. 相似文献
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