A synthesis of research on effectiveness of school-based drug prevention programmes / Claves de eficacia de los programas de prevención de consumo de sustancias en el contexto escolar: una meta-revisión     

Lucía Jiménez  Lucía Antolín-Suárez  Alfredo Oliva  Victoria Hidalgo  Antonia Jiménez-Iglesias  Bárbara Lorence 《Cultura y Educación》2013,25(3):573-602

Abstract

Relevant information on effectiveness of school-based drug prevention programmes is available. Despite this, there is still contradictory evidence that makes it necessary to continue to shed light on this issue. Based on a synthesis research method, the aim of this study was to determine the relevant variables that enhance the efficacy of these programmes and to determine the weight of their empirical evidence. Furthermore, several features of the evaluation designs whose variables had been proven effective were examined. A systematic review of periodical literature was conducted, which led us to extract 1,622 papers, of which 17 studies were analysed. An in-depth analysis of these publications led us to identify 29 key variables associated with the efficacy of the programme, which were ranked according to the weight of their empirical evidence. Moreover, the characteristics of the studies included in the review highlighted the need to improve the rigorousness and quality of the evaluation designs in this field.  相似文献   

Role Distance in Question: When it is No Longer Participating But Winning Which is Important     

Luc Robène  Dominique Bodin 《国际体育史杂志》2014,31(16):1975-1992

The purpose of this study, which follows on from previous work, is to show in what ways sport has surreptitiously changed and become more complex, to the extent that its functioning only imperfectly responds to one of the basics of sport as envisaged by Elias: role distance. That is the propensity of the participants to avoid being caught in the game, which is only a game, defining in this way the social distance which classes sports performers and the relationship of their practice to the contingencies and material necessities of life. The choice of this focal point is another attempt to understand what happens when sport, by transforming itself, becomes more than sport or even another type of sport. In other words, here we wish to discover what makes Elias' model incomplete. Although sport is supposed to contribute to the pacification of social relations, there are still a large number of elements, which in sporting practice, and in its most recent developments, cannot be explained by the theory of the ‘civilising process’.  相似文献   

A System of Student Feedback: Considerations of Academic Staff Taken into Account     

Hulpiau  Veerle  Masschelein  Evelien  Van Der Stockt  Luc  Verhesschen  Piet  Waeytens  Kim 《Tertiary Education and Management》2007,13(1):35-45

As a consequence of the suspension of a system of yearly evaluations of individual courses with student questionnaires, the University of Leuven organised a broad consultation of the academic community focussing on what they expect from a system based on student feedback. The study revealed that this community attaches great importance to a clear definition of the goals of student feedback, improvement and accountability, and a logical translation of these goals into a concrete approach. The study also confirmed the need of academic staff for a concrete response to the importance they give to quality improvement and enhancement besides accountability.

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Self-regulated learning and the role of ePortfolios in business studies     

Lucía Morales  Amparo Soler-Domínguez  Valentina Tarkovska 《Education and Information Technologies》2016,21(6):1733-1751

Students’ work in ePortfolios was assessed through a case study supported by observation techniques and eQuestionnaires to gather data from a sample of eighty students over a period of 4 years (20 students per academic year). The main purpose of the study was to explore whether ePortfolios can be used efficiently to support the learning process of postgraduate business students taking a course where finance modules were a major component. The use, role and learning value of integrating ePortfolios into the learning process in a higher education institution was analysed over the period of study. The empirical findings suggest that ePortfolios could be used to facilitate and enhance students’ self-regulated learning. Additionally, the role of the instructor was found to be fundamental during early stages of the learning process to guide and coach students on how to use the tool. This role diminished as students became familiar with the course requirements. Overall, students judged the ePortfolio as being positive to their education, noting a significant improvement in their learning experience when compared to a traditional learning approach. The evidence suggests that ePortfolios could be used to support technical and complex modules in a controlled environment. At the same time, ePortfolios were found to be flexible enough to give students creative space by helping them to integrate their own ideas and views through their learning process. Students were also able to offer their instructors feedback on their learning achievements.  相似文献   

Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?     

Rodríguez-Málaga  Lucía  Rodríguez  Celestino  Fidalgo  Raquel 《Reading and writing》2021,34(7):1769-1790

Reading and Writing - The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th...  相似文献   

A longitudinal comparison of learning outcomes in full-day and half-day kindergarten     

Janette Patricia Pelletier  James E. Corter 《The Journal of educational research》2019,112(2):192-210

In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N?=?592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children’s self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten.  相似文献   

Children's judgments of disloyal and immoral peer behavior: subjective group dynamics in minimal intergroup contexts     

Abrams D  Rutland A  Ferrell JM  Pelletier J 《Child development》2008,79(2):444-461

The developmental model of subjective group dynamics hypothesizes that peer exclusion during middle childhood involves inferences about group dynamics. To test the generality of this prediction, children judged, within minimal groups, peers whose behavior was loyal versus disloyal (Study 1: n = 46, mean age = 113 months) or morally acceptable versus unacceptable (Study 2: n = 121, mean age = 90 months). As hypothesized, in Study 1, children used their understanding of loyalty norms as a basis for evaluating peers. In both studies, higher commitment to the in-group increased use of group-based criteria for judging peers. In Study 2, children employed moral- and group-based criteria independently for judging peers. Multiple classification skill was associated with lower intergroup bias and greater use of morality-based judgment.  相似文献   

Worldwide variation in the performance of children and adolescents: An analysis of 109 studies of the 20-m shuttle run test in 37 countries     

Tim Olds  Grant Tomkinson  Luc Léger  Georges Cazorla 《Journal of sports sciences》2013,31(10):1025-1038

Abstract

This study is a meta-analysis of 109 reports of the performance of children and adolescents on the 20-m shuttle run test (20-mSRT). The studies were performed in 37 countries and included data on 418,026 children, tested between 1981 and 2003. Results were expressed as running speed (km · h^?1) at the final completed stage of the 20-mSRT. Raw data were combined with pseudodata using Monte Carlo simulation. The 20-mSRT performances were expressed as z-scores relative to all children of the same age and sex from all countries. An overall “performance index” was derived for each country as the average of the age- and sex-specific z-scores for all children from that country. Factorial analysis of variance was used to compare scores among countries and regions, and between boys and girls of the same age. There was wide and significant (P < 0.0001) global variability in the performance of children. The best performing children were from the Northern European countries Estonia, Iceland, Lithuania, and Finland (0.6 – 0.9 standard deviations above the global average). The worst performing children were from Singapore, Brazil, USA, Italy, Portugal, and Greece (0.4 – 0.9 standard deviations below the global average). There is evidence that performance was negatively related to being overweight, as well as to a country's average temperature.  相似文献   

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior     

Maarten Vansteenkiste  Eline Sierens  Luc Goossens  Bart Soenens  Filip Dochy  Athanasios Mouratidis  Nathalie Aelterman  Leen Haerens  Wim Beyers 《Learning and Instruction》2012,22(6):431-439

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.  相似文献   

Promising effects of an intervention: Young children’s literacy gains and changes in their home literacy activities from a bilingual family literacy program in Canada     

Jing Zhang  Janette Pelletier  Antoinette Doyle 《Frontiers of Education in China》2010,5(3):409-429

The goal of this paper was to examine promising effects of a bilingual family literacy program: to track the changes of families’ literacy activities through a bilingual family literacy intervention, and to examine the children literacy gains in both Chinese and English across socioeconomic sub-groups. The intervention was an eight-week, two hours per week, literacy program in three Chinese communities in Toronto. Parents, with their children, participated in the program. The extremely high attendance rate provided evidence that families enjoyed the family literacy intervention and felt that the sessions were worthwhile. For their families’ literacy activities, the three sites followed the same trend: reaching the peak of activity at week four, slightly dropping down at weeks five and six, and then increasing to a second peak at week seven or week eight. Results also showed that across the three groups, children of mothers with lower education levels made fewer gains in their English expressive vocabularies and their Chinese expressive vocabularies, than children whose mothers had a higher level of education.  相似文献