For example, drawing upon a study designed to determine what high quality PAR implementation in middle schools entails, Ozer et al. (this issue) propose core components and key conditions for effective implementation and sustainability of school-based PAR, as well as challenges to implementing best practices.
The participatory action research (PAR) approach [ 25, 40] was adopted in the design and implementation of the EMPOWER-PAR intervention to ensure that the primary care providers involved in this study are empowered to choose between actions within their constraints to improve their patients' health outcomes.
In considering the implementation of PAR across 20 district sites, the CBO supervisor further emphasized the size of the school as a critical factor in terms of "what you can pull off" in middle school: The smaller the middle school, the more likely you are to actually do something.
It also provided an elective "space" for the implementation of PAR in low-performing schools, where implementation in regular academic classes would not have been feasible due to the great demands on instructional time.
We see several conditions illuminated at Tubman and at other sites that likely influenced the impact and sustainability of PAR, and that may be informative for the conceptualization and implementation of PAR in other school settings.
Problems with these instruments underscore the challenge of translating research findings into clinical practice and achieving more widespread implementation of PAR schemes [ 17].
In the present study, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor?
There are four members of the PAR family, namely, PAR-1, PAR-2, PAR-3, and PAR-4.
Par-allelization with respect to frequencies and an efficient implementation of the computation of Green's tensors further accelerate the calculations.
Although the implementation of the other two CCM elements (clinical information system and community resources) as part of the EMPOWER-PAR intervention was optional, evidence supporting their role in CDM is also robust [ 58, 59].
