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1.
This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen's D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions. The benefits are sustained over time. Interventions that have an educational or stimulation component evidenced the largest cognitive effects.  相似文献   

2.
Although video is increasingly used in public health education, studies generally do not implement randomized trials of multiple video segments in clinical environments. Therefore, the specific configurations of educational videos that will have the greatest impact on outcome measures ranging from increased knowledge of important public health issues, to acceptance of a voluntary HIV test, remain largely unknown. Interventions can be developed to run on affordable handheld computers, including inexpensive tablets or netbooks that each patient can use individually, and to integrate video delivery with automated data collection. These video interventions can then be used not only to educate patients who otherwise might not be reached, but to examine how content can be optimized for greater effectiveness as measured by cognitive and behavioral outcomes. This approach may prove especially valuable in high volume urban facilities, such as hospital emergency departments, that provide points of contact for lower income, lower literacy, and high-risk populations who may not otherwise interact with healthcare providers or researchers. This article describes the development and evaluation of an intervention that educates emergency department patients about HIV prevention and testing while comparatively examining a set of videos, each based upon competing educational theories. The computer-based video intervention and methodology are both highly replicable and can be applied to subject areas and settings far beyond HIV or the emergency department.  相似文献   

3.
Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.  相似文献   

4.
The Infant Health and Development Program is a randomized clinical trial to test the efficacy of educational and family support services and pediatric follow-up offered in the first 3 years of life on reducing the incidence of developmental delay in low-birthweight (LBW), preterm infants in 8 clinical sites ( N = 985). Effects of the intervention on cognitive and behavior problem scores over the 3 years are examined. Significant intervention effects were seen on cognitive scores at 24 and 36 but not 12 months of age; effect sizes were similar at both ages. These effects persist when controlling for earlier cognitive scores. At 24 and 36 months, behavior problem scores for the intervention group were significantly lower than for the follow-up group; the intervention was more efficacious for children with higher initial behavior problem scores. Results are discussed in terms of timing and targeting of services for LBW and disadvantaged children.  相似文献   

5.
One way to increase students’ participation in science, technology, engineering, and mathematics (STEM) fields is to target their motivation. Researchers have conducted a growing number of interventions addressing students’ motivation in STEM; however, this body of work has not been adequately reviewed. We systematically reviewed experimental and quasi-experimental studies (n = 53) targeting adolescent students’ motivation for STEM subjects. While some interventions showed positive effects on a variety of motivational constructs and academic outcomes, others showed mixed or non-significant effects. We recommend that researchers more frequently examine moderating variables that might limit interventions’ results, including individual-level variables such as gender, contextual-level variables such as the subject in which an intervention was conducted, and design-level variables such as intervention length. Additionally, researchers might better align their interventions with motivation theory. Future research should address these limitations so that the results of successful interventions can better inform educational policy and practice.  相似文献   

6.
This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed.  相似文献   

7.
Abstract

We conducted a meta-analysis on the effectiveness of cooperative and collaborative learning to support enhanced literacy outcomes. Interventions considered were provided in regular education settings (i.e., not pull-out instruction) with students from Grades 2 through 12. Reviewing more than 30 years of literacy research, we located 18 intervention studies with 29 study cohorts. Included studies primarily used standardized assessments to report on students’ reading, vocabulary, or comprehension achievement, which we analyzed separately. Overall, students had significantly higher literacy achievement scores when instructional interventions utilized cooperative and collaborative activity structures. The overall weighted mean effect sizes ranged from 0.16 to 0.22 (p < .01) with more than 94% of the point estimates being positive. Because cooperative or collaborative learning was always one of multiple intervention components, it was impossible to estimate the unique, added effects of cooperative/collaborative learning. Although the small number of eligible studies precludes any claims about the effectiveness of specific forms of grouping and the circumstances under which programs have more impact, our findings suggest that cooperative and collaborative grouping was a core component of effective literacy interventions, particularly at the elementary level.  相似文献   

8.
Abstract

This study examined two widely available light-touch, writing-based mindset interventions: one that targeted students’ purpose for learning and one that aimed to increase students’ growth mindset. In order to examine the potential mechanisms underlying previously reported effects of mindset interventions, we analyzed these interventions’ effects on low-income, ethnic minority adolescents’ academic outcomes, task persistence, task-relevant anxiety, critical motivation, and sense of belonging. Results indicated that the purpose for learning intervention had a small negative impact on students’ self-reported grades the following year, and null results for the other outcomes. The growth mindset intervention was administered one year following the purpose for learning intervention and we found no evidence of treatment impacts on any outcomes. Analyses of treatment impact moderation suggested that certain student characteristics, such as student gender and race could play a role, but most of these tests also presented null results. The primarily null results of both interventions suggest that further study is needed to determine the effectiveness of one-time, self-administered mindset interventions across a variety of contexts and student populations.  相似文献   

9.
Hope is positively correlated with educational attainment and health. Interventions based on project-based learning (PBL) may increase youth hope. This study examined how a PBL intervention affected hope among urban students of color. Students in health classes were invited to participate. A PBL health class was implemented in four classrooms. The standard curriculum was implemented in four control classrooms. Questionnaires with measures of hope were administered at three time points. Generalized linear modeling examined the intervention effect on hope. There were no intervention effects on hope. There were significant differences in hope between certain racial and ethnic groups. One PBL class may not increase hope among urban students of color. Research should identify approaches that enhance hope in order to increase educational attainment and health.  相似文献   

10.
This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.  相似文献   

11.
This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive reading interventions. Both studies provided yearlong intensive reading interventions to ninth graders. The study included replication of a post hoc analysis employed in a previous study of ninth graders who also received 1 year of intervention. Results from both studies demonstrated that the effects of treatment were not moderated by decoding level for reading comprehension. Statistically significant effects of verbal ability were found. These findings suggest the effectiveness of intervention and that higher verbal skills improve students’ comprehension, though the effects were more pronounced for Study One than Study Two.  相似文献   

12.
Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%.  相似文献   

13.
Programs and policies in education overwhelmingly focus on improving the average academic achievement for students. However, educational interventions focused on literacy improvement can impact readers at different levels of the reading score distribution differently, and the distributional differences may be more pronounced by sex. In this paper, I explore data from a field experiment in a district in Rwanda that was intended to make classroom reading pedagogy more effective and engage students, families, and communities in reading activities outside of school to improve students’ reading outcomes.I study the distributional effects of the intervention on students on two higher-order reading outcomes – Kinyarwanda fluency and Kinyarwanda text comprehension, measured for students who met a basic literacy threshold. I find that a) the set of interventions had a positive and significant, albeit modest effect on students at or above the 25th percentile of the reading distributions b) the program had positive and significant effects on reading outcomes for girls only, and these effects differed along the reading achievement distribution. This work underscores the importance of tailoring programs and policies to the needs of different types of learners.  相似文献   

14.
In two large-scale studies, the effects of policy and educational interventions on literacy skills were examined in children schooled in zones with specific educational needs. To calculate the potential effects of such interventions, treatment-effects estimators with nearest neighbor matching were used. In Study 1 with policy intervention (N = 1095), children in experimental group (Exp) were assigned to small classes (12 pupils) and others in control group (Cont) to normal-sized classes (20–25 pupils). At the end of Grade 1, the effect sizes in favor of Exp were .14 and .22 in word reading and spelling. In Study 2 with educational interventions (N = 2803), children in Exp benefit from an evidence-based practice, i.e. a code-focused intervention (phonology, letter knowledge, decoding and fluency) developed by the Association Agir pour l'Ecole (Act for School) and conducted by teachers in small groups for children with low performance at the beginning of Grade 1. The effect sizes of interventions in various literacy skills were from .12 to .32. This set of results obtained in France is in accordance with those described in other countries. To conclude, a double intervention with small classes and targeted educational approaches could be one of the best ways of reducing inequalities during learning to read.  相似文献   

15.
We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy.  相似文献   

16.
The purpose of this study is to examine the effects of morphological instruction on language and literacy outcomes by synthesizing 92 standardized mean differences (d) from 30 independent studies. Findings show a moderate overall effect of morphological instruction ([dbar] = 0.32), suggesting that children receiving morphological instruction performed significantly better on measures of literacy achievement than comparison groups. Moderator analyses showed that intervention effect varied depending on the literacy outcome. There were significant and moderate intervention effects on morphological knowledge ([dbar] = 0.44), phonological awareness ([dbar] = 0.48), vocabulary ([dbar] = 0.34), decoding ([dbar] = 0.59), and spelling ([dbar] = 0.30) but not on reading comprehension or fluency. Results also suggested differences in effectiveness related to age and research design but not unit of intervention, scope, length, and learner type. Effect sizes decrease by school level (e.g., greater for younger students than middle school and upper elementary students). Also, there were larger effects for quasi-experimental than experimental studies and for researcher-designed measures than for standardized measures. Implications for educational settings and research agendas are discussed.  相似文献   

17.
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18.
To study the effects of perinatal HIV-1 infection and early institutional rearing on the physical and cognitive development of children, 64 Ukrainian uninfected and HIV-infected institutionalized and family-reared children were examined (mean age = 50.9 months). Both HIV infection and institutional care were related to delays in physical and cognitive development, with a larger effect of the rearing environment. Family care, even of compromised quality, was found to be more favorable for children's physical and cognitive development than institutional care. The impact of the quality of child care on physical and cognitive development is discussed in light of future interventions.  相似文献   

19.
Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students’ unique reasons for underachievement and the makeup of the intervention.  相似文献   

20.
It is well established that truancy has a negative impact on pupils’ educational careers. Much more discussion is needed concerning the strategies and interventions that effectively help to remedy truancy. Therefore, this article provides an integrative review of interventions to prevent truancy. Sixteen empirical studies that reported on the effectiveness of an intervention were coded according to the research design, participants, effect size, and outcomes. In addition, attention was paid to implementation fidelity and the theoretical frameworks that underpinned each intervention. The results indicate truant students benefit in particular from interventions that are derived from the school bonding perspective. In the conclusion we elaborate on the implications of our findings and discuss recommendations for practice, policy, and research.  相似文献   

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