Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from STEP and the Project on High Performance Learning Communities.

By R. Felner, Antoinette E. Favazza, Minsuk K. Shim, S. Brand, Kenneth Gu, N. Noonan. 2001

118 citations recorded by the source corpus.

Abstract We describe two research-tested approaches, the School Transitional Environment Project and its successor, the Project on High Performance Learning Communities, that have contributed to building a developmentally based design for comprehensive school improvement called the High Performance Learning Communities Model. The model seeks to modify the ecology of schools and schooling in order to build the principles of prevention and promotion into “whole school” change. Findings from a series of studies are presented that show that whole school change efforts, when implemented comprehensively and with appropriate intensity and fidelity, may powerfully influence the prevention of socioemotional, behavioral, and academic difficulties, as well as promotion of the acquisition of the full range of developmental competencies necessary for life success, well-being, and resilience.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/3c3e2d578e4d198feddb6454367348dd3fadb822

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Citations in the corpus

On the relation between social-emotional and school functioning during early adolescence preliminary findings from Dutch and American samples (2001, background): “Such an approach is health- and systems-oriented rather than pathology- and individual-oriented and may prove more cost effective and efficient (Braden, DiMarinoLinnen, & Good, 2001; Cowen, 1980; Felner et al., 2001; Hawkins, 1997; Kuperminc, Leadbeater, & Blatt, 2001).”
Middle School Improvement and Reform: Development and Validation of a School-Level Assessment of Climate, Cultural Pluralism, and School Safety (2003, background): “Efforts to prevent the onset of academic problems and adjustment difficulties in early adolescence need to be cognizant of conditions in the school environment that are developmentally hazardous for students who are undergoing the transition from elementary to junior high school (Felner et al., 2001”
Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention (2008, background): “Finally, the climate of the school can be influential on the success of implementation, with higher levels of implementation occurring in schools where staff feel safe and are not overly stressed (Felner et al., 2001) and where staff feel they are part of the decision-making process (Felner et al.”
Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. (2006, background): “However, the High Performance Learning Community Assessments (Felner et al., 2001) and the Comprehensive School Climate Inventory (CSCI; Center for Social and Emotional Education, 2005b) evaluate a comprehensive range of factors that define school climate.”
Implementation Research: A Synthesis of the (2005, background): “(2001), Felner et al., (2001), Joyce & Showers (2002), and Khatri & Frieden (2002). These authors have begun a process to carefully evaluate the various links among implementation stages, implementation components, and purveyor approaches with adoption rates, program and practitioner effectiveness, ”
Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation (2008, background): “Felner et al. (2001) found that at intermediate levels of implementation high risk students showed little or no benefit, (i.e., the effect sizes for the outcome measures were near zero) but at high implementation levels, this same group demonstrated substantial improvements (i.e., effect sizes…”
Creating Small Learning Communities: Lessons From the Project on High-Performing Learning Communities About “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts (2007, methodology): “…changes that we have found to be associated with the creation of effective small learning communities (Felner et al., 1993; Felner et al., 2001) are school/grade enrollments, class size, student–teacher ratios on teams or grades, number of students a teacher is responsible…”