Search Result: 82 Records found
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Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students
  • Authors Brandy R Maynard, Michael Solis, Veronica Miller, Kristen E. Brendel
  • Published date 2017-03-10
  • Coordinating group(s) Education, Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title Mindfulness-Based Interventions in schools have positive effects on cognitive and socioemotional processes but do not improve behavior and academic achievement
  • PLS Description This review examines the effects of school-based MBIs on cognitive, behavioral, socioemotional and academic achievement outcomes with youth in a primary or secondary school setting.
  • Title Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students
  • Spanish PLS Las intervenciones escolares basadas en la Atención Integral tienen efectos positivos en los procesos cognitivos y socioemocionales, pero no mejoran la conducta y los logros académicos
  • Spanish PLS Description Junto con la diversidad de aplicaciones y hallazgos positivos provenientes del uso de la Atención Integral (MBI) en adultos, así como su popularidad creciente con el público general, las MBI han estado utilizándose cada vez más con la juventud. En los últimos años, las MBI han sido objeto de un creciente interés para su uso en las escuelas, con el objetivo de apoyar el desarrollo socioemocional y mejorar la conducta y el rendimiento académico. Esta revisión examina los efectos de las MBI escolares en los resultados cognitivos, conductuales, socioemocionales y el rendimiento académico de jóvenes de educación primaria o secundaria. Las MBI son intervenciones que utilizan un componente de atención integral, definido de forma amplia como “prestar atención de una manera particular: con propósito, en el presente, sin prejuicios”, a menudo junto a otros componentes, como el yoga, estrategias cognitivo-conductuales o entrenamiento en técnicas de relajación.
  • Norwegian PLS Bruken av mindfulness-programmer i skolen har positiv effekt på kognitive og sosio-emosjonelle prosesser, men forbedrer ikke atferd eller skoleresultater
  • Norwegian PLS Description Grunnet den allsidige anvendelsen og de positive effektene som er funnet ved bruk av mindfulness-programmer hos voksne, i tillegg til at mindfulness-øvelser blir stadig mer populære blant allmennheten, brukes nå også mindfulnessprogrammer i økende grad på barn og ungdom. De siste årene har det vært en økende interesse for bruk av mindfulness-programmer i skolen, for å styrke sosio-emosjonell utvikling og forbedre atferd og akademiske prestasjoner. Denne oversikten undersøker hvordan bruken av mindfulness-programmer i skolen virker på kognitive, atferdsmessige, sosio-emosjonelle og skoleprestasjoner hos barn og ungdom på barne- og ungdomstrinnet. Mindfulness kan oversettes med “oppmerksomt nærvær” og defineres som å “være oppmerksom på en bestemt, villet, måte, være til stede i øyeblikket, uten å dømme”. Begrepet omfatter også ofte andre komponenter som yoga, kognitive atferdsstrategier eller avspenningsøvelser.
E-learning of evidence-based healthcare (EBHC) to increase EBHC competencies in healthcare professionals
  • Authors Anke Rohwer, Nkengafac Villyen Motaze, Eva Rehfuess, Taryn Young
  • Published date 2017-03-02
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title Blended learning is most effective in increasing evidence-based health care competencies of health workers
  • PLS Description This review assesses the effectiveness of e-learning of EBHC for increasing EBHC competencies in healthcare professionals. The primary outcomes are EBHC knowledge, skills, attitude and behaviour.
  • Title E-learning of evidence-based healthcare (EBHC) to increase EBHC competencies in healthcare professionals
  • Spanish PLS El aprendizaje semipresencial es más eficaz para mejorar las competencias en medicina basada en evidencia de los trabajadores de la salud
  • Spanish PLS Description La presente revisión evalúa la eficacia de la educación a distancia para el área de la MBE en el mejoramiento de las competencias de los profesionales de la salud en dicho campo. Los principales resultados se relacionan con conocimientos, habilidades, actitudes y comportamientos relativos a la MBE.
The direct and indirect effects of school-based executive function interventions on children and adolescents’ executive function, academic, social-emotional and behavioral outcomes
  • Authors Saiying Steenbergen-Hu, Paula Olszewski-Kubilius, Eric Calvert
  • Published date 2017-02-13
  • Coordinating group(s) Education
  • Type of document Title Protocol
  • Title The direct and indirect effects of school-based executive function interventions on children and adolescents’ executive function, academic, social-emotional and behavioral outcomes
School-based physical activity interventions and wellbeing in children: a systematic review and intervention complexity assessment
  • Authors Aideen Johnson, Paul Connolly, Mark A Tully
  • Published date 2017-02-13
  • Coordinating group(s) Education
  • Type of document Title
  • Title School-based physical activity interventions and wellbeing in children: a systematic review and intervention complexity assessment
Family-focused prevention to improve cognitive, educational, and social-emotional development of immigrant children and adolescents
  • Authors Louisa S. Arnold, Andreas Beelmann, Douglas Coatsworth
  • Published date 2017-02-06
  • Coordinating group(s) Education
  • Type of document Title
  • Title Family-focused prevention to improve cognitive, educational, and social-emotional development of immigrant children and adolescents
The relationship between teacher qualification and the quality of the early childhood care and learning environment
  • Authors Matthew Manning, Susanne Garvis, Christopher Fleming, Gabriel T. W. Wong
  • Published date 2017-01-20
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • Category Image Category Image
  • PLS Title Higher teacher qualifications are associated with higher quality early childhood education and care
  • PLS Description This review examines the empirical evidence on the relationship between teacher qualifications and the quality of the early childhood learning environment. Higher teacher qualifications are positively associated with higher quality in early childhood education and care.
  • Title The relationship between teacher qualification and the quality of the early childhood care and learning environment
  • Spanish PLS Las cualificaciones docentes más altas se asocian a una educación y atención preescolar de mayor calidad
  • Spanish PLS Description La mala calidad en la educación y atención preescolar (EyAP) puede ser perjudicial para el desarrollo de los niños ya que puede potencialmente conducir a malos resultados sociales, emocionales, educacionales, de salud, económicos y de comportamiento. La falta de consenso con respecto al nivel de relación entre las cualificaciones docentes y la calidad del entorno educativo preescolar ha dificultado el que tanto los formuladores de políticas como los profesionales de la educación puedan establecer estrategias que mejoren los resultados de aprendizaje en niños en las primeras etapas de la educación. Este informe analiza la evidencia empírica actual sobre la correlación entre las cualificaciones de los maestros y la calidad de los entornos educativos preescolares.
  • Norwegian PLS Høyere kvalifikasjoner hos førskolelærere er forbundet med høyere kvalitet på utdanning og omsorg i tidlig barndom
  • Norwegian PLS Description Dårlig kvalitet på utdanning og omsorg i tidlig barndom (ECEC) kan være skadelig for barns utvikling, siden det kan føre til dårlige sosiale, emosjonelle, utdanningsmessige, helsemessige, økonomiske og atferdsmessige utfall. Mangelen på konsensus angående viktigheten av forholdet mellom kvalifikasjoner hos førskolelærere og kvaliteten på læringsmiljøet i tidlig barndom har gjort det vanskelig for politikere og pedagogiske fagpersoner å bli enige om strategier som ville forbedre læringsutfallene for barn tidlig i utdanningsforløpet. Denne oversikten undersøker forskning som har sett på sammenhengen mellom kvalifikasjoner hos førskolelærere og kvaliteten på læringsmiljøet i tidlig barndom.
Collaborative testing for improving student learning outcomes and test-taking performance in higher education
  • Authors Renee Cantwell, Jeanann Sousou, Yuri Jadotte, Jenny Pierce
  • Published date 2017-01-03
  • Coordinating group(s) Education
  • Type of document Title Protocol
  • Category Image Category Image
  • Title Collaborative testing for improving student learning outcomes and test-taking performance in higher education
School-based education programmes for improving knowledge of back health, ergonomics and postural behaviour of secondary school children
  • Authors Josette Bettany-Saltikov, Tracey Arnell, Paul van-Schaik, Robert McSherry, Iain Baird, Vicki Whittaker
  • Published date 2016-11-22
  • Coordinating group(s) Education
  • Type of document Title
  • Title School-based education programmes for improving knowledge of back health, ergonomics and postural behaviour of secondary school children
Language interventions for improving the L1 and L2 development of dual language learners in early education and care
  • Authors Franziska Egert, Steffi Sachse, Katarina Groth
  • Published date 2016-11-22
  • Coordinating group(s) Education
  • Type of document Title
  • Title Language interventions for improving the L1 and L2 development of dual language learners in early education and care
Community-based early childhood programmes for improving developmental outcomes for children
  • Authors Laura Dunne, Nicole Craig, Paul Connolly, Karen Winter
  • Published date 2016-11-22
  • Coordinating group(s) Education
  • Type of document Title
  • Title Community-based early childhood programmes for improving developmental outcomes for children
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