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Campbell evidence and gap maps

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Search Result: 38 Records found
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Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD)
  • Authors Brian Reichow, Erin Barton, Brian Boyd, Kara Hume
  • Published date 2014-11-03
  • Coordinating group(s) Education
  • Type of document Title Review
  • Category Image Category Image
  • Title Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD)
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2014.9
Farmer field schools for improving farming practices and farmer outcomes in low- and middle-income countries
  • Authors Hugh Waddington, Birte Snilstveit, Jorge Garcia Hombrados, Martina Vojtkova, Jock Anderson, Howard White
  • Published date 2014-09-01
  • Coordinating group(s) Education, International Development
  • Type of document Title Protocol Review Plain language summary
  • Category Image Category Image
  • PLS Title Farmer field schools improve agricultural practices, yields and incomes in small pilot programmes, but not in large-scale programmes
  • PLS Description The purpose of farmer field schools is to improve farmers’ skills to empower them to make better decisions. Different programmes have different objectives, but they often aim to reduce pesticides use, promote better farming practices and boost yields or income. Field schools use facilitators who employ participatory, experiential learning methods over an entire growing season. For example, farmer field schools use ‘practice plots’ where farmers can compare results from different farming methods. In contrast to traditional agricultural extension projects, which mainly teach simple practices such as applying fertilisers, farmer field schools often teach holistic techniques, such as integrated pest management. Farmer field schools have been widely used across Asia, Africa and Latin America, reaching an estimated 10–15 million farmers. This review examines the effectiveness of farmer field schools in changing farmer knowledge and practice, and improving yields, income, environmental impact and farmer empowerment.
  • Title Farmer field schools for improving farming practices and farmer outcomes in low- and middle-income countries
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/CSR.2014.6
Pre-graduation transition services for persons with autism spectrum disorders: effects on employment outcomes
  • Authors John D. Westbrook, Carlton J. Fong, Chad Nye, Ann Williams, Oliver Wendt, Tara Cortopassi
  • Published date 2013-09-02
  • Coordinating group(s) Education
  • Type of document Title Protocol Review
  • Category Image Category Image
  • Title Pre-graduation transition services for persons with autism spectrum disorders: effects on employment outcomes
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2013.11
Post-basic technical and vocational education and training (TVET) interventions to improve employability and employment of TVET graduates in low- and middle-income countries
  • Authors Janice Tripney, Jorge Garcia Hombrados, Mark Newman, Kimberly Hovish, Chris Brown, Katarzyna T. Steinka-Fry, Eric Wilkey
  • Published date 2013-09-02
  • Coordinating group(s) Education, International Development
  • Type of document Title Protocol Review Plain language summary
  • PLS Title Technical and vocational education and training for young people has a small positive effect on employment outcomes.
  • PLS Description Many young people in developing countries work in low quality jobs that have low potential for career development or supporting economic growth. This is particularly problematic for developing countries given the continually significant labour productivity gap between developing and developed regions. With increasing emphasis on work and skills based solutions to economic completion and poverty there is a renewed focus on TVET. This review examines the effectiveness of these TVET interventions on employment and employability outcomes of young people in low- and middle-income countries, and which factors may moderate these effects.
  • Title Post-basic technical and vocational education and training (TVET) interventions to improve employability and employment of TVET graduates in low- and middle-income countries
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2013.9
Relative effectiveness of conditional and unconditional cash transfers for schooling outcomes in developing countries
  • Authors Sarah Baird, Francisco H. G. Ferreira, Berk Ozler, Michael Woolcock
  • Published date 2013-09-02
  • Coordinating group(s) Education, International Development
  • Type of document Title Protocol Review Plain language summary
  • Category Image Category Image
  • PLS Title Enforcing conditions makes cash transfers more effective in increasing enrolments
  • PLS Description This Campbell systematic review assesses the effects of conditional and unconditional cash transfer programmes on education outcomes in low- and middle-income countries. The review summarizes findings from 35 studies.
  • Title Relative effectiveness of conditional and unconditional cash transfers for schooling outcomes in developing countries
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2013.8
Interventions in developing nations for improving primary and secondary school enrolments
  • Authors Anthony Petrosino, Claire Morgan, Trevor Fronius, Emily Tanner-Smith, Robert Boruch
  • Published date 2012-11-01
  • Coordinating group(s) Education, International Development
  • Type of document Title Protocol Review
  • Category Image Category Image
  • Title Interventions in developing nations for improving primary and secondary school enrolments
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2012.19
Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD)
  • Authors Brian Reichow, Amanda Steiner, Fred Volkmar
  • Published date 2012-09-01
  • Coordinating group(s) Education, Social Welfare
  • Type of document Title Protocol Review
  • Category Image Category Image
  • Title Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD)
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2012.16
Indicated truancy interventions: effects on school attendance among chronic truant students
  • Authors Brandy R Maynard, Katherine Tyson McCrea, Michael S. Kelly
  • Published date 2012-05-07
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • Category Image Category Image
  • PLS Title Truancy programmes increase school attendance, but better programmes and evidence are needed.
  • PLS Description Truancy has serious immediate and far-reaching consequences for youth, families, schools and communities. Truancy intervention programs aim to mitigate such problems using different modalities to increase student attendance. This review examines the effect of truancy interventions on chronically truant students' school attendance.
  • Title Indicated truancy interventions: effects on school attendance among chronic truant students
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2012.10
Effectiveness of adult employment assistance services for persons with autism spectrum disorders
  • Authors John D. Westbrook, Chad Nye, Carlton J. Fong, Judith T. Wan, Tara Cortopassi, Frank H. Martin
  • Published date 2012-03-09
  • Coordinating group(s) Education
  • Type of document Title Protocol Review User abstract
  • Category Image Category Image
  • Title Effectiveness of adult employment assistance services for persons with autism spectrum disorders
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2012.5
The effects of teachers' classroom management practices on disruptive or aggressive student behaviour
  • Authors Regina Oliver, Daniel Reschly, Joseph Wehby
  • Published date 2011-06-24
  • Coordinating group(s) Education, Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • PLS Title Effective multi-component classroom management programmes seem to improve student behaviour in the classroom but further research is needed
  • PLS Description Effective classroom management is a preventive approach which establishes a positive classroom environment in which the teacher focuses on appropriate student behaviour. This review studies the effect of multi-component classroom management programmes on disruptive behaviours, and which of the components are most effective.
  • Title The effects of teachers' classroom management practices on disruptive or aggressive student behaviour
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2011.4
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