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NCJ Number: NCJ 237958   Add to Shopping cart   Find in a Library
Title: Randomized Experimental Evaluation of the Tribes Learning Communities Prevention Program
Author(s): Thomas Hanson ; Jo Ann Izu ; Anthony Petrosino ; Bo Delong-Cotty ; Hong Zheng
Date Published: 10/2011
Page Count: 163
Sponsoring Agency: National Institute of Justice
US Department of Justice
Office of Justice Programs
United States of America
Grant Number: 2006-JP-FX-0059
Sale Source: National Institute of Justice/NCJRS
Box 6000
Rockville, MD 20849
United States of America

NCJRS Photocopy Services
Box 6000
Rockville, MD 20849-6000
United States of America
Document: PDF 
Dataset: DATASET 1
Type: Program/Project Evaluation
Language: English
Country: United States of America
Annotation: This report presents the methodology and findings of a randomized trial that evaluated the impact of “Tribes,” which has been used in first-fourth grade classrooms throughout the school year in order to facilitate positive classroom climate, respect for others, teamwork, relationship-building, and accountability.
Abstract: The evaluation findings provided little evidence that “Tribes” impacted teachers’ reports on the classroom environment or instructional practices. None of the estimated impacts on teacher survey measures were statistically or substantively significant; however for the outcomes based on classroom observations, the analyses indicated that “Tribes” classrooms provided more opportunities for small-group work, student collaboration, and student reflection compared to non-Tribes classrooms. Also, students in “Tribes” classrooms appeared to be more engaged and exhibited more sharing behavior. An examination of student outcomes 6 months after leaving a “Tribes” classroom indicated the program did not have sustained impacts. In the short-term, however, “Tribes” appeared to have more beneficial impacts for boys and more detrimental impacts for girls. Boys in “Tribes” classrooms had higher scores than those in control classrooms on teachers’ reports of intrapersonal and affective strengths and parent reports of intrapersonal strengths. Boys also had lower scores on parent reports on rule-breaking behavior. Few significant impacts of “Tribes” were found for girls, with the exception of the negative impact on test scores. The evaluation examined program impacts on the classroom environment and teacher practices, student protective factors against violence, and disruptive and disorderly behavior. Impacts on student outcomes were assessed immediately after one academic year of exposure to the program and 6 months after students left their “Tribe” classrooms. The program organized students into smaller learning groups (“tribes”), and teachers were trained to facilitate program goals. The “Tribes” sample consisted of 79 treatment classroom and 74 control classrooms. 38 tables, 3 figures, 92 references, and appended evaluation forms and program materials
Main Term(s): Juvenile delinquency prevention programs
Index Term(s): Juvenile delinquency factors ; Socially challenged ; School delinquency programs ; Services effectiveness ; Social skills training ; School maladjustment ; School influences on crime ; Effectiveness of crime prevention programs ; Gender issues ; NIJ final report
   
  To cite this abstract, use the following link:
https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=259995

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