2 edition of National evaluation of G.R.E.A.T. found in the catalog.
National evaluation of G.R.E.A.T.
by U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice in Washington, DC
Written in English
|Other titles||National evaluation of Gang Resistance Education and Training.|
|Statement||by Finn-Aage Esbensen and D. Wayne Osgood.|
|Series||Research in brief|
|Contributions||Osgood, D. Wayne., National Institute of Justice (U.S.)|
|The Physical Object|
|Pagination||7,  p. :|
Multimethod Strategy for Assessing Program Fidelity: The National Evaluation of the Revised G.R.E.A.T. Program 22 February | Evaluation Review, Vol. 35, No. 1 Letter to the Editor: Established and Emerging Elements in the TMACT: Measuring Fidelity to an Evolving ModelCited by: Dennis Giever has worked on a number of large research projects, including research for two National Institute of Justice grants: Evaluating a Metropolitan Area – Driving While Intoxicated (DWI) Drug Court, and a National Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) program.
Read the Changing Course chapter “Program Evaluation: How Do We Know If We Are Preventing Gang Membership?” by Finn-Aage Esbensen and Kristy N. Matsuda (pdf, 11 pages). About This Article This article presents a chapter summary from the joint National Institute of Justice and Centers for Disease Control and Prevention publication Changing. A five-year longitudinal evaluation found that, while the G.R.E.A.T. program educated young people on the consequences of gang involvement and had modest positive effects on their attitudes toward the police, it failed to reduce youth gang membership or future delinquent behaviour (Esbensen, ).
D.A.R.E. America / International Postpones International Training Conference. D.A.R.E. communities, schools, and families throughout America and the world continue to cope with a multitude of challenges regarding shelter-at-home orders, travel restrictions, and social distancing requirements necessitated by the current COVID health crisis. Dr. Giever has worked on a number of large research projects, including two National Institute of Justice grants: Evaluating a Metropolitan Area – Driving While Intoxicated (DWI) Drug Court and a National Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) program.
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Infollowing a competitive peer review process, the National Institute of Justice awarded the University of Missouri–St. Louis funding to conduct the National Evaluation of the G.R.E.A.T.
Program. The evaluation follows more than 3, students in seven cities across the United States through six waves of data collection.
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Additional Physical Format: National evaluation of G.R.E.A.T (OCoLC) Material Type: Document, Government publication, National government publication. Program Goals The Gang Resistance Education and Training (G.R.E.A.T.) program is a school-based gang- and violence-prevention program with three primary goals: 1) teach youths to avoid gang membership, 2) prevent violence and criminal activity, and 3) assist youths in developing positive relationships with law enforcement.
Evaluation and Evolution of the Gang Resistance Education and Training (G.R.E.A.T.) Program. Journal of School Violence 10(1): Finn-Aage Esbensen, Kristy N. Matsuda, Terrance J. Taylor, and Dana Peterson. Multimethod Strategy for Assessing Program Fidelity: The National Evaluation of the Revised G.R.E.A.T.
Program. Evaluation. Site selection was driven by the presence of the G.R.E.A.T. program and willingness of the police departments and school districts to agree to the evaluation design. In addition, three main criteria guided site selection: 1) existence of an established G.R.E.A.T.
programs 2) geographic and demographic diversity 3) evidence of gang activity. An earlier national evaluation of the G.R.E.A.T. program’s core middle school curriculum reported modest program effects but, importantly, did not find any programmatic effect on gang membership or delinquency.
In this manuscript, we present results from a second national evaluation of the revised G.R.E.A.T. core curriculum. This current. PROCESS AND OUTCOME EVALUATION OF THE G.R.E.A.T. PROGRAM. Inthe University of Missouri-St. Louis was awarded a grant from the National Institute of Justice to determine what effect, if any, the G.R.E.A.T.
(Gang Resistance Education and Training) program had on students. G.R.E.A.T., which is a lesson general prevention. Ina second evaluation was commissioned to assess the redesigned curriculum implemented in to determine whether the changes increased Program effectiveness.
To read about the results of the national evaluation of the G.R.E.A.T. Program, click the link Evaluation of G.R.E.A.T. Middle School G.R.E.A.T. program. The middle school G.R.E.A.T. program is a week curriculum that is designed for sixth and seventh graders.
In the first evaluation of the G.R.E.A.T. program inresearchers recommended teaching the. Summary View help for Summary. This study sought to evaluate the effectiveness of the Gang Resistance Education And Training (GREAT) program by surveying five different groups: students in a cross-sectional design (Part 1), law enforcement officers (Part 2), educators (Part 3), parents (Part 4), and students in a longitudinal design (Part 5).
Contribution to Book The National Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) Program. Responding to Gangs: Evaluation and Research () Terrance J. Taylor, University of Missouri-St. Louis; Finn-Aage Esbensen, University of Missouri–St. Louis Cited by: 4.
Does G.R.E.A.T. work. G.R.E.A.T. has achieved modest positive results. The evaluation survey was first administered to youths when they were in 7th grade and readministered annually through 11th grade. Results show that G.R.E.A.T. was able to successfully change several risk factors (e.g., peer group associations and attitudes about gangs, law 1.
The Gang Resistance Education and Training (G.R.E.A.T.) program differs from typical efforts to reduce gang involvement in that the G.R.E.A.T. program does not target at-risk youth but rather targets its classroom-based program at all middle school students.
The three main objectives of the 9-hour curriculum taught by uniformed officers are to: (1) reduce involvement with gangs Cited by: 2. The National Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) Program is outlined in chapter 5. This program is classroom-based and consists of eight lessons designed to teach middle school students life skills that enable them to resist the pressures of gangs, drugs, and delinquency.
The National Institute of Justice commissioned a nationwide long-term evaluation of the G.R.E.A.T. Program. Led by the University of Missouri-St Louis, this rigorously-designed, double-blind, multi-component research and evaluation found that the G.R.E.A.T.
Program is implemented as it is intended. In a national evaluation of G.R.E.A.T., the program was found to be associated with declines in student-reported victimization and risk seeking and increases in the negative perception of gangs.
An earlier national evaluation of the G.R.E.A.T. core middle school curriculum reported modest program effects but, importantly, found no programmatic effect on. The G.R.E.A.T. (Gang Resistance Education and Training) program is the most widely disseminated school-based gang prevention program in the United States.
Following a – national evaluation revealing little program effect on key goals, the core middle school curriculum was revised extensively in the early : Dana Peterson, Finn-Aage Esbensen.
national evaluation of G.R.E.A.T. (Esbensen, Osgood, T aylor, and P eterson, ), making this the ﬁrst study with rigorous randomized control trial Author: David C. Pyrooz. The Web site is a resource to help practitioners and policymakers understand what works in justice-related programs and practices.
It includes information on justice-related programs and assigns evidence ratings--effective, promising, and no effects--to indicate whether there is evidence from research that a program achieves its goals.Downloadable! This study reports the results of the process evaluation component of the Process and Outcome Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) program.
The process evaluation consisted of multiple methods to assess program fidelity: (a) observations of G.R.E.A.T. Officer Trainings (G.O.T); (b) surveys and interviews of G.R.E.A.T.-trained .Bibliography / Library for Into the Abyss. "National Evaluation of G.R.E.A.T.," Research in Brief, Office of Justice Programs, National Institute of Justice, U.S.
Department of Justice, Washington, D.C., (Extracted from "Promising Results from a Gang Prevention Program," a presentation for the National Association of Elementary School.