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    A new blog article by our CEO Howard White asks how well the Campbell Collaboration is working to promote the use of reviews to inform policy and practice. He tells that measuring this kind of impact was not something we focused on before now. "We have now compiled a list of ‘policy influence stories’, which has identified influence from 19 Campbell evidence synthesis reviews....Policy and practice have been directly informed in various ways.

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    Our major sponsor passing the baton
    The Norwegian Institute for Public Health has been key to the success and stability of Campbell since 2008, but the contract for this support is nearing conclusion. Becoming a major donor is an opportunity for a funding organisation or individual to ensure the continuity and growth of Campbell as a well-respected and increasingly influential research non-profit. Outreach, citations, partnerships with civil and governmental organisations, and production are at a historical high. 

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  • Using mid-level theory to understand behavior change

    Presentation in Delhi with examples from health and evidence-based policy making
    Professor and CEO Howard White is also the Research Director for the Centre for Excellence in Development Impact and Learning (CEDIL). His presentation in Delhi on August 30 will be based on work undertaken as a part of CEDIL. Mid-level (or mid-range) theory rests between a project-level theory of change and grand theory. The specification and testing of mid-level theories help support the generalizability and transferability of study findings.

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  • GEIS 2018 is open for early-bird registration

    Global Evidence and Implementation Summit 2018
    GEIS 2018 is a global, cross-sector event featuring speakers and presentations from around the world, and from a broad range of sectors. Join us in Melbourne, Australia, 22-24 October. Are you eligible for a bursary? Nationals of a developing country, who live and work in that country and have their abstract accepted, can apply for a bursary from 15 June.

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Featured Review

boySchool-based interventions for reducing disciplinary school exclusion by Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi, Alex Sutherland.

School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students’ misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). 

School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and poor employment prospects. This school sanction disproportionally affects males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those with special educational needs. Interventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. 

What is this review about?

This Campbell systematic review examines the impact of interventions to reduce exclusion from school. The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK.

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