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Capacity & Capacity Building in School Health, Safety & Social Development (BT)
This page contains an initial list of research, resources and reports on capacity building in school health promotion and social development. This list will be developed further as time and resources permit. Visitors to this web page are invited to add additional items using the "Easy Edit" tool at the top of the page to open up the page for editing.
The following outline is used to list research, reports and resources to describe behaviour theories and program models such as resilience, attachment theory, capacity-building or the PRECEDE planning model.
Outline for Listing Research, Reports and Resources on Theories, Frameworks & Models Explaining School-based and School-Linked Human Development
A. Defining the Model, Theory or Framework
A-1 Overview
A-2 Linkages to other theories, models, frameworks
A-3 Elements or aspects of the theory, model or framework
A-4 General discussion of Strategies for implementation/Barriers to Use
A-5 Landmark Evaluated Examples of use of the theory
B) Evidence of Effectiveness of the Model. Theory or Intervention/Reviews & Examples of
B-1 On Health & Social Development Overall
B-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours
B-3 On Learning and School Effectiveness
C) Evidence on how to Implement, Sustain the Model, Theory, Framework
Overview
C-1 Use of Diffusion and Education Change Knowledge/Theory
C-2 Use of Capacity-Building Knowledge/Theory and Sustainability
C-3 Consideration of Ecology and System Characteristics
C-4 Consideration of Community or Cultural Contexts
D Questions related to Future and Current Research
Overview
D-1 Major knowledge/practice/policy questions and draft or existing research agendas
D-2 Use of new research methods (beyond RCT’s)
D-3 Methodological Issues and Questions
A Charter for Rural Communities - The Final Report of the Carnegie Commission for Rural Community Development
Carnegie UK Trust
This resource explores the role enterprising rural communities can play when supported
by public, private and third sectors. The contribution of local communities to rural
development has been under recognised for far too long. This report identifies essential
ingredients of a thriving rural community of the future, which are: 1) Community
ownership and management of local assets, 2) Stronger local governance and effective
community action planning, and 3) Strong social networks founded on high levels of
volunteering and skilled support. Within this report, ten characteristics are identified to
aid in the sustainability of rural communities of the future. Realistically, no one
community is likely to display all these characteristics – but this report turned up many
excellent examples of rural communities already displaying inspiring survival technique
An Asset-Based Approach to Community Development: A Manual for Village Organizer
Coady International Institute
In this manual, an asset-based approach to mobilizing, organizing, and planning village
development is outlined. It is designed to help village organizers recognize the assets
that villagers have, however modest. Village organizers can then help villagers to see
how these assets can be mobilized to secure what they need, whether this is access to
information, technical advice, or basic infrastructure. Project funds can only be effective
if they are channelled through well organized and well motivated groups, and groups
tend to be well motivated when they have confidence in their own capacitie
Crisp, B.R., Swerissen, H., Duckett, S.J. (2000). Four approaches to capacity building in health: Consequences for measurement and accountability. Health Promotion International, 15(2), 99-107.
Germann, K., Wilson, D. (2004). Organizational capacity for community development in regional health authorities: A conceptual model. Health Promotion International, Sep;19(3), 289-298.
Austin, S.B., Fung, T., Cohen-Bearak, A., Wardle, K., Cheung, L.W.Y. (2006). Facilitating change in school health: A qualitative study of schools’ experiences using the School Health Index. Preventing Chronic Disease. Public Health Research, Practice and Policy. 3(2), 1-8.
Davis, K.S., Burgeson, C.R., Brener, N.D., McManus, T. Wechsler, H. (2005). The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools. Res Q Exerc Sport, 76(2), 202-211.
Dressendorfer, R. H., Raine, K., Dyck, R. J., Plotnikoff, R. C., Collins-Nakai, R. L., McLaughlin, W. K. et al. (2005). A conceptual model of community capacity development for heart health promotion in the Alberta Heart Health Project. Health Promotion Practice, Jan;6(1), 31-36.
Earl, L., Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, Nov;33(3), 384-394.
Glasgow, R.E., Klesges, L.M., Dzewaltowski, D.A., Estabrooks, P.A. Vogt, T.M. (2006). Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision-making involving complex issues. Health Education Research, 21(5), 688-694.
Holtzhauer, F. J., Nelson, J. C., Myers, W. C., Margolis, K., Klein, K. (2001). Improving performance at the local level: Implementing a public health learning workforce intervention. Journal of Public Health Management Practice, Jul;7(4), 96-104.
Kolbe, L.J. Iverson, D.C. (1981). Implementing comprehensive health education, educational innovations and social change. Health Education Quarterly, 8(1).
Robinson, K., Elliott, S.J., Driedger, S.M., Eyles, J., O’Loughlin, J., Riley, B., Cameron, R., Harvey, D. (2004). Using linking systems to build capacity and enhance dissemination in heart health promotion: A Canadian multiple-case study. Health Education Research, 20(5), 499-513.
Rogers, E. M. (2002`). Diffusion of preventive innovations. Addictive Behaviors, Nov-Dec;27(6), 989-993.
Rohrbach, L.A., Ringwalt, C.L., Ennett, S.T., Vincus, A.A. (2005). Factors associated with adoption of evidence-based substance use prevention curricula in US school districts. Health Education Research, 20(5), 514-526.
Rohrbach, L. A., Graham, J. W., Hansen, W. B. (1993). Diffusion of a school-based substance abuse prevention program: Predictors of program implementation. Preventive Medicine, Mar;22(2), 237-260.
Schwartz, R., Smith, C., Speers, M. A., Dusenbury, L. J., Bright, F., Hedlund, S. et al. (1993). Capacity building resource needs of state health agencies to implement community-based cardiovascular disease programs. Journal of Public Health Policy, Winter;14(4), 480-494.
Tripses, J. S., Risen, D. M., Hatfield, K. (2005). Teaching social change agents in educational leadership. school and agency counseling and human service administration. Journal of Scholarship and Practice, Summer;2(2), 10-15.
Warren, R. (2005). Building capacity for risk factor surveillance in developed countries: The need for a vision-driven approach: Lessons learned from the Canadian experience. Soz.Praventivmed, 50(Suppl1), S25-S30.
Winnail, S., Bartee, R.T., Kaste, S. (2005). Existence of the school health coordinator in a frontier state. Journal of School Health, 75(9), 329.
Winnail, S., Dorman, S., Stevenson, B. (2004). Training leaders for school health programs: The National School Health Coordinator Leadership Institute. Journal of School Health, 74(3), 79-84. System Characteristics (Open, loosely-coupled, bureaucratic, multiple public systems)
Cavanaugh, R. R., Dellar, G. B. (1997). Towards a model of school culture. From the ERIC Database
Hausman, A.J., Ruzek, S.B. (1995). Implementation of comprehensive school health education in elementary schools: Focus on teacher concerns. Journal of School Health. 1995 Mar;65(3):81-6.
Graham, A., (2003). Organizations-Theory and Definitions, SPS 809AB – 2003. School of Policy Studies, Queens University.
Agnew, N., Brown, J.L. (1982). From skyhooks to walking sticks: On the road to non-rational decision making. Organ Dyn, 11(2), 40-58.
Barber, M., Fullan, M. Tri-level development: It's the system. Retrieved 01/06, 2006 from http://www.cdl.org/resource-library/articles/trilevel.php?type=author&id=12
Barth, R.S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 63(6), 8-13.
Bellinger, G. (2004). Bureaucracy & Organizational Politics. Retrieved 6/25, 2006 from http://www.systems-thinking.org/bop/bop.htm,
Bennett, N. (1999). Middle management in secondary schools: Introduction. School Leadership & Management, 19(3), 289-292.
Boyd, W.L., Crowson R.L. (2002). The quest for a new hierarchy in education: From loose coupling back to tight? Journal of Educational Administration, 40(6), 521-533.
Celep, C., Cetlin, B. (2005). Teachers’ perception about the behaviours of school leaders with regard to knowledge management. International Journal of Educational Management, 19(2), 102-117.
Champagne, R., Leduc, N., Denis, J.L., Pineault, R. (1993). Organizational and environmental determinants of the performance of public health units. Soc Sci Med, 37(1), 85-95.
Church, A. H. (1994). The character of organizational communication: A review and new conceptualization. The International Journal of Organizational Analysis, Jan;2(1), 18-53.
Davies, P., Coates, G. (2005). Competing conceptions and values in school strategy: Rational planning and beyond. Educational Management Administration & Leadership, 33(1), 109-124.
Fennell, H.A. (1994). Organizational linkages: Expanding the existing metaphor. Journal of Educational Administration, 32(1), 23-33.
Ferrence, R. (1996). Using diffusion theory in health promotion: The case of tobacco. Canadian Journal of Public Health, Nov-Dec;87(Suppl 2), S24-S27.
Hirschhorn, L., Gilmore, T. (1994). Leading and planning in loosely coupled systems. Philadelphia, PA.: Center for Applied Research.
Hodge, B.J., Anthony, W.P., Gales, L.M. (2003). Organization Theory. A Strategic Approach. 6th Edition. Toronto, ON: Prentice Hall.
Lortie, D.C. (2002). School Teacher: A Sociological Study. Chicago, IL: University of Chicago Press. Lortie, D.C. (1975). School Teacher. Chicago, IL: University of Chicago Press.
MacIntosh, J. (2003). Reworking professional nursing identity. Western Journal of Nursing Research, 25(6), 725-741.
Max Planck Society. (2000). Non-rational decision-making. Retrieved 1/23, 2006 from http://2000plus.mpg.de/e/261/article.
Movva, R. (2004). Myths as a vehicle for transforming organizations. Leadership and Organization Development, 25(1), 41-57.
Mueller, N., Krauss, M., Luke, D. (2004). Interorganizational relationships within state tobacco control network: Network analysis. Preventing Chronic Disease, 1(4), A08.
Pang, Nicholas Sun-Keung. (2003). Binding forces and teachers’ school life: A recursive model. School Effectiveness & School Improvement, 14(3), 293-321.
Walizer, M. H. (1971). Boundary openness and interpersonal outcomes in schools. Southern Sociological Society.
Wallace, S. O., Acker-Hocevar, M., Sweatt, O. (2001). Developing an open systems view for assessing the educational leadership. Journal of School Leadership, May;11(3), 241-257.
Wasonga, T.A., Murphy, J.F. (2006). Learning from tacit knowledge: The impact of the internship. Journal of Educational Management, 20(2), 153-163.
Weick, K. (1976). Educational organization as loosely coupled systems. Administrative Science Quarterly, 21, 1-9.
Weijck, J. (1982). Administering education in loosely-coupled school. Phi Delta Kappan, 63, 673-676.
Weijck, K. (1976). Educational organization as loosely coupled systems. Administrative Science Quarterly, 21, 1-9. Retrieved 1/8, 2006 from http://faculty.babson.edu/krollag/org_site/org_theory/Scott_articles/weick_lcs.html.
Zeichner, K., Gore J. (1990). Teacher socialization in W.R. Houston (ed.) Handbook of Research on Teacher Education, New York, NY: Macmillan.
Capacity and Capacity Building in School Health, Safety and Social Development
The following outline is used to list research, reports and resources to describe behaviour theories and program models such as resilience, attachment theory, capacity-building or the PRECEDE planning model.
Outline for Listing Research, Reports and Resources on Theories, Frameworks & Models Explaining School-based and School-Linked Human Development
A. Defining the Model, Theory or Framework
A-1 Overview
| Research | Reports/Resources |
A-2 Linkages to other theories, models, frameworks
| Research | Reports/Resources |
A-3 Elements or aspects of the theory, model or framework
| Research | Reports/Resources |
A-4 General discussion of Strategies for implementation/Barriers to Use
| Research | Reports/Resources |
A-5 Landmark Evaluated Examples of use of the theory
| Research | Reports/Resources |
B) Evidence of Effectiveness of the Model. Theory or Intervention/Reviews & Examples of
B-1 On Health & Social Development Overall
| Research | Reports/Resources |
B-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours
| Research | Reports/Resources |
B-3 On Learning and School Effectiveness
| Research | Reports/Resources |
C) Evidence on how to Implement, Sustain the Model, Theory, Framework
Overview
| Research | Reports/Resources |
C-1 Use of Diffusion and Education Change Knowledge/Theory
| Research | Reports/Resources |
C-2 Use of Capacity-Building Knowledge/Theory and Sustainability
| Research | Reports/Resources |
C-3 Consideration of Ecology and System Characteristics
| Research | Reports/Resources |
C-4 Consideration of Community or Cultural Contexts
| Research | Reports/Resources |
D Questions related to Future and Current Research
Overview
| Research | Reports/Resources |
D-1 Major knowledge/practice/policy questions and draft or existing research agendas
| Research | Reports/Resources |
D-2 Use of new research methods (beyond RCT’s)
| Research | Reports/Resources |
D-3 Methodological Issues and Questions
| Research | Reports/Resources |
A Charter for Rural Communities - The Final Report of the Carnegie Commission for Rural Community Development
Carnegie UK Trust
This resource explores the role enterprising rural communities can play when supported
by public, private and third sectors. The contribution of local communities to rural
development has been under recognised for far too long. This report identifies essential
ingredients of a thriving rural community of the future, which are: 1) Community
ownership and management of local assets, 2) Stronger local governance and effective
community action planning, and 3) Strong social networks founded on high levels of
volunteering and skilled support. Within this report, ten characteristics are identified to
aid in the sustainability of rural communities of the future. Realistically, no one
community is likely to display all these characteristics – but this report turned up many
excellent examples of rural communities already displaying inspiring survival technique
An Asset-Based Approach to Community Development: A Manual for Village Organizer
Coady International Institute
In this manual, an asset-based approach to mobilizing, organizing, and planning village
development is outlined. It is designed to help village organizers recognize the assets
that villagers have, however modest. Village organizers can then help villagers to see
how these assets can be mobilized to secure what they need, whether this is access to
information, technical advice, or basic infrastructure. Project funds can only be effective
if they are channelled through well organized and well motivated groups, and groups
tend to be well motivated when they have confidence in their own capacitie
Crisp, B.R., Swerissen, H., Duckett, S.J. (2000). Four approaches to capacity building in health: Consequences for measurement and accountability. Health Promotion International, 15(2), 99-107.
Germann, K., Wilson, D. (2004). Organizational capacity for community development in regional health authorities: A conceptual model. Health Promotion International, Sep;19(3), 289-298.
Austin, S.B., Fung, T., Cohen-Bearak, A., Wardle, K., Cheung, L.W.Y. (2006). Facilitating change in school health: A qualitative study of schools’ experiences using the School Health Index. Preventing Chronic Disease. Public Health Research, Practice and Policy. 3(2), 1-8.
Davis, K.S., Burgeson, C.R., Brener, N.D., McManus, T. Wechsler, H. (2005). The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools. Res Q Exerc Sport, 76(2), 202-211.
Dressendorfer, R. H., Raine, K., Dyck, R. J., Plotnikoff, R. C., Collins-Nakai, R. L., McLaughlin, W. K. et al. (2005). A conceptual model of community capacity development for heart health promotion in the Alberta Heart Health Project. Health Promotion Practice, Jan;6(1), 31-36.
Earl, L., Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, Nov;33(3), 384-394.
Glasgow, R.E., Klesges, L.M., Dzewaltowski, D.A., Estabrooks, P.A. Vogt, T.M. (2006). Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision-making involving complex issues. Health Education Research, 21(5), 688-694.
Holtzhauer, F. J., Nelson, J. C., Myers, W. C., Margolis, K., Klein, K. (2001). Improving performance at the local level: Implementing a public health learning workforce intervention. Journal of Public Health Management Practice, Jul;7(4), 96-104.
Kolbe, L.J. Iverson, D.C. (1981). Implementing comprehensive health education, educational innovations and social change. Health Education Quarterly, 8(1).
Robinson, K., Elliott, S.J., Driedger, S.M., Eyles, J., O’Loughlin, J., Riley, B., Cameron, R., Harvey, D. (2004). Using linking systems to build capacity and enhance dissemination in heart health promotion: A Canadian multiple-case study. Health Education Research, 20(5), 499-513.
Rogers, E. M. (2002`). Diffusion of preventive innovations. Addictive Behaviors, Nov-Dec;27(6), 989-993.
Rohrbach, L.A., Ringwalt, C.L., Ennett, S.T., Vincus, A.A. (2005). Factors associated with adoption of evidence-based substance use prevention curricula in US school districts. Health Education Research, 20(5), 514-526.
Rohrbach, L. A., Graham, J. W., Hansen, W. B. (1993). Diffusion of a school-based substance abuse prevention program: Predictors of program implementation. Preventive Medicine, Mar;22(2), 237-260.
Schwartz, R., Smith, C., Speers, M. A., Dusenbury, L. J., Bright, F., Hedlund, S. et al. (1993). Capacity building resource needs of state health agencies to implement community-based cardiovascular disease programs. Journal of Public Health Policy, Winter;14(4), 480-494.
Tripses, J. S., Risen, D. M., Hatfield, K. (2005). Teaching social change agents in educational leadership. school and agency counseling and human service administration. Journal of Scholarship and Practice, Summer;2(2), 10-15.
Warren, R. (2005). Building capacity for risk factor surveillance in developed countries: The need for a vision-driven approach: Lessons learned from the Canadian experience. Soz.Praventivmed, 50(Suppl1), S25-S30.
Winnail, S., Bartee, R.T., Kaste, S. (2005). Existence of the school health coordinator in a frontier state. Journal of School Health, 75(9), 329.
Winnail, S., Dorman, S., Stevenson, B. (2004). Training leaders for school health programs: The National School Health Coordinator Leadership Institute. Journal of School Health, 74(3), 79-84. System Characteristics (Open, loosely-coupled, bureaucratic, multiple public systems)
Cavanaugh, R. R., Dellar, G. B. (1997). Towards a model of school culture. From the ERIC Database
Hausman, A.J., Ruzek, S.B. (1995). Implementation of comprehensive school health education in elementary schools: Focus on teacher concerns. Journal of School Health. 1995 Mar;65(3):81-6.
Graham, A., (2003). Organizations-Theory and Definitions, SPS 809AB – 2003. School of Policy Studies, Queens University.
Agnew, N., Brown, J.L. (1982). From skyhooks to walking sticks: On the road to non-rational decision making. Organ Dyn, 11(2), 40-58.
Barber, M., Fullan, M. Tri-level development: It's the system. Retrieved 01/06, 2006 from http://www.cdl.org/resource-library/articles/trilevel.php?type=author&id=12
Barth, R.S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 63(6), 8-13.
Bellinger, G. (2004). Bureaucracy & Organizational Politics. Retrieved 6/25, 2006 from http://www.systems-thinking.org/bop/bop.htm,
Bennett, N. (1999). Middle management in secondary schools: Introduction. School Leadership & Management, 19(3), 289-292.
Boyd, W.L., Crowson R.L. (2002). The quest for a new hierarchy in education: From loose coupling back to tight? Journal of Educational Administration, 40(6), 521-533.
Celep, C., Cetlin, B. (2005). Teachers’ perception about the behaviours of school leaders with regard to knowledge management. International Journal of Educational Management, 19(2), 102-117.
Champagne, R., Leduc, N., Denis, J.L., Pineault, R. (1993). Organizational and environmental determinants of the performance of public health units. Soc Sci Med, 37(1), 85-95.
Church, A. H. (1994). The character of organizational communication: A review and new conceptualization. The International Journal of Organizational Analysis, Jan;2(1), 18-53.
Davies, P., Coates, G. (2005). Competing conceptions and values in school strategy: Rational planning and beyond. Educational Management Administration & Leadership, 33(1), 109-124.
Fennell, H.A. (1994). Organizational linkages: Expanding the existing metaphor. Journal of Educational Administration, 32(1), 23-33.
Ferrence, R. (1996). Using diffusion theory in health promotion: The case of tobacco. Canadian Journal of Public Health, Nov-Dec;87(Suppl 2), S24-S27.
Hirschhorn, L., Gilmore, T. (1994). Leading and planning in loosely coupled systems. Philadelphia, PA.: Center for Applied Research.
Hodge, B.J., Anthony, W.P., Gales, L.M. (2003). Organization Theory. A Strategic Approach. 6th Edition. Toronto, ON: Prentice Hall.
Lortie, D.C. (2002). School Teacher: A Sociological Study. Chicago, IL: University of Chicago Press. Lortie, D.C. (1975). School Teacher. Chicago, IL: University of Chicago Press.
MacIntosh, J. (2003). Reworking professional nursing identity. Western Journal of Nursing Research, 25(6), 725-741.
Max Planck Society. (2000). Non-rational decision-making. Retrieved 1/23, 2006 from http://2000plus.mpg.de/e/261/article.
Movva, R. (2004). Myths as a vehicle for transforming organizations. Leadership and Organization Development, 25(1), 41-57.
Mueller, N., Krauss, M., Luke, D. (2004). Interorganizational relationships within state tobacco control network: Network analysis. Preventing Chronic Disease, 1(4), A08.
Pang, Nicholas Sun-Keung. (2003). Binding forces and teachers’ school life: A recursive model. School Effectiveness & School Improvement, 14(3), 293-321.
Walizer, M. H. (1971). Boundary openness and interpersonal outcomes in schools. Southern Sociological Society.
Wallace, S. O., Acker-Hocevar, M., Sweatt, O. (2001). Developing an open systems view for assessing the educational leadership. Journal of School Leadership, May;11(3), 241-257.
Wasonga, T.A., Murphy, J.F. (2006). Learning from tacit knowledge: The impact of the internship. Journal of Educational Management, 20(2), 153-163.
Weick, K. (1976). Educational organization as loosely coupled systems. Administrative Science Quarterly, 21, 1-9.
Weijck, J. (1982). Administering education in loosely-coupled school. Phi Delta Kappan, 63, 673-676.
Weijck, K. (1976). Educational organization as loosely coupled systems. Administrative Science Quarterly, 21, 1-9. Retrieved 1/8, 2006 from http://faculty.babson.edu/krollag/org_site/org_theory/Scott_articles/weick_lcs.html.
Zeichner, K., Gore J. (1990). Teacher socialization in W.R. Houston (ed.) Handbook of Research on Teacher Education, New York, NY: Macmillan.
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, May 12 2011, 6:57 PM EDT
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