Communal schools and teacher victimization.

Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimization in a nationally representative sample of 37,497 teachers from 7,488 public schools in the United States. Results showed that teacher experienced less victimization in schools that were more communally organized.

The relative importance of provider, program, school, and community predictors of the implementation quality of school-based prevention programs.

Previous research has demonstrated the importance of a variety of factors on the implementation of school-based prevention programs, specifically characteristics of program providers, program structure, school climate, and school and community structure. The current study expands this research by examining the potential relationships between all of these factors and implementation quality in a series of multilevel models. Using data from a nationally representative sample of 3,730 program providers surveyed in 544 schools, it was found that program structure characteristics were of greater importance in the prediction of high quality implementation than were characteristics of the program providers, school climate, and school and community structure.

Do predictors of the implementation quality of school-based prevention programs differ by program type?

Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clear, researchers have identified factors that appear to be related to implementation quality, including local program selection and training, integration into school operations, organizational capacity, principal support, and program standardization; however, it is unknown whether the impact of these factors differs by program type. Data from a nationally representative sample of 544 schools are used to create structural equation models representing hypothesized relationships among school and program factors and implementation quality, controlling for exogenous community factors.

School predictors of the intensity of implementation of school-based prevention programs: results from a national study.

Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clearer, researchers have begun to examine factors that appear to be related to implementation quality. Data from a nationally representative sample of 544 schools were used to examine structural equation models representing hypothesized relationships among school and program factors and implementation intensity, controlling for exogenous community factors.