Campbell systematic reviews

Browse by Coordinating Group


See all reviews

Campbell plain language summaries

Browse by Coordinating Group


See all PLSs
Search Result: 21 Records found
Page 1 of 3

K2_THE_LATEST

What are the effects of Teach For America on Math, English Language Arts, and Science outcomes of K–12 students in the USA?
  • Authors Herbert Turner, Mackson Ncube, Annette Turner, Robert Boruch, Nneka Ibekwe
  • Published date 2018-06-25
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary Other
  • Category Image Category Image
  • PLS Title There are too few well-designed studies to know the effects of Teach for America on Math, English Language Arts, and Science outcomes of K–12 students in the USA
  • PLS Description There are too few well-designed studies to know the effects of Teach for America on Math, English Language Arts, and Science outcomes of K–12 students in the USA Teach for America (TFA) is an alternate route teacher preparation program that aims to address the decades-long shortage of effective teachers in many rural and urban public schools for kindergarten through 12th grade (K–12), that serve the highest proportions of high-poverty students across the USA. This review finds that are very few studies – just four – which reliably measure the effects of TFA on learning outcomes, so that no firm conclusions may be drawn. This systematic review evaluated the impact of TFA prepared teachers (corps members) relative to novice teachers and alumni relative to veteran teachers on K-12 student outcomes in Math, English Language Arts (ELA), and Science.
  • Title What are the effects of Teach For America on Math, English Language Arts, and Science outcomes of K–12 students in the USA?
Deployment of personnel to military operations: impact on mental health and social functioning
  • Authors Martin Bøg, Trine Filges, Anne Marie Klint Jørgensen
  • Published date 2018-06-01
  • Coordinating group(s) Education, Social Welfare
  • Type of document Title Protocol Review Plain language summary Other Data
  • Volume 14
  • Category Image Category Image
  • PLS Title Deployment to military operations negatively affects the mental health functioning of deployed military personnel
  • PLS Description When military personnel are deployed to military operations abroad they face an increased risk of physical harm, and an increased risk of adverse shocks to their mental health. The primary condition under consideration is deployment to an international military operation. Deployment to a military operation is not a uniform condition; rather, it covers a range of scenarios. Military deployment is defined as performing military service in an operation at a location outside the home country for a limited time period, pursuant to orders. The review included studies that reported outcomes for individuals who had been deployed. This review looked at the effect of deployment on mental health outcomes. The mental health outcomes are: post-traumatic stress disorder (PTSD), major depressive disorder (MDD), common mental disorders (depression, anxiety and somatisation disorders) and substance-related disorders. By identifying the major effects of deployment on mental health and quantifying these effects, the review can inform policy development on deployment and military activity as well as post-deployment support for veterans. In this way the review enables decision-makers to prioritise key areas.
  • Title Deployment of personnel to military operations: impact on mental health and social functioning
School-based interventions for reducing disciplinary school exclusion
  • Authors Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi, Alex Sutherland
  • Published date 2018-01-09
  • Coordinating group(s) Crime and Justice, Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 14
  • PLS Title Interventions can reduce school exclusion but the effect is temporary
  • PLS Description 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. This review assesses the effectiveness of programmes to reduce the prevalence of exclusion
  • Title School-based interventions for reducing disciplinary school exclusion
  • Spanish PLS Algunas intervenciones para reducir la exclusión escolar funcionan, pero su efecto es temporal
  • Spanish PLS Description La exclusión escolar se asocia con efectos no deseados en el desarrollo de los niños. Estudios previos muestran una asociación consistente entre la exclusión y el bajo rendimiento académico, conducta antisocial y dificultades de inserción en el mercado laboral. Esta sanción afecta de manera desproporcionada a los varones, a las minorías étnicas, a aquellos que provienen de ambientes socioeconómicos deprivados y también a los estudiantes con necesidades educativas especiales. Esta revisión sistemática analiza la efectividad de los programas de intervención para reducir la prevalencia de la exclusión escolar.
Later school start times for supporting the education, health and well-being of high school students
  • Authors Robert Marx, Emily E Tanner-Smith, Colleen M Davison, Lee-Anne Ufholz, John Freeman, Ravi Shankar, Lisa Newton, Robert S Brown, Alyssa S Parpia, Ioana Cozma, Shawn Hendrikx
  • Published date 2017-12-19
  • Coordinating group(s) Education
  • Type of document Protocol Review Plain language summary
  • Volume 13
  • PLS Title Later school start times may produce benefits for students but more evidence is needed
  • PLS Description Later school start times have been implemented around the world as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. This review examines the effects of later start times on these outcomes.
  • Title Later school start times for supporting the education, health and well-being of high school students
Preschool predictors of later reading comprehension ability
  • Authors Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer, Monica Melby-Lervåg
  • Published date 2017-12-15
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title Preschool language skills are associated with better reading comprehension at school
  • PLS Description Determining how to provide the best instruction to support children’s reading comprehension requires an understanding of how reading comprehension actually develops. To promote our understanding of this process, this review summarizes evidence from observations of the development of language and reading comprehension from the preschool years into school. The main outcome in this review is reading comprehension skills. Understanding the development of reading comprehension and its precursors can help us develop hypotheses about what effective instruction must comprise to facilitate well-functioning reading comprehension skills. These hypotheses can be tested in randomized controlled trials.
  • Title Preschool predictors of later reading comprehension ability
Interventions to improve the labour market outcomes of youth: a systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions
  • Authors Jochen Kluve, Susana Puerto, David Robalino, Jose Manuel Romero, Friederike Rother, Jonathan Stöterau, Felix Weidenkaff, Marc Witte
  • Published date 2017-12-04
  • Coordinating group(s) Education, International Development, Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title Active labour market programmes for youth increase employment and earnings. Effects vary between programmes and context.
  • PLS Description This systematic review assesses the impact of youth employment interventions on the labour market outcomes of young people. The included interventions are training and skills development, entrepreneurship promotion, employment services and subsidized employment. Outcomes of interest include employment, earnings and business performance outcomes.
  • Title Interventions to improve the labour market outcomes of youth: a systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions
The Tools of the Mind curriculum for improving self-regulation in early childhood
  • Authors Alex Baron, Maria Evangelou, Lars-Erik Malmberg, G.J. Melendez-Torres
  • Published date 2017-10-16
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title The Tools of the Mind curriculum improves self-regulation and academic skills in early childhood
  • PLS Description Tools of the Mind (Tools) is an early childhood education curriculum, which involves structured make-believe play scenarios and a series of other curricular activities. Tools aims to promote and improve children’s self-regulation and academic skills by having a dual focus on self-regulation and other social-emotional skills in educational contexts. This review examines the evidence on the effectiveness of tools in promoting children’s self-regulation and academic skills, in order to inform its implementation in schools.
  • Title The Tools of the Mind curriculum for improving self-regulation in early childhood
‘No Excuses’ charter schools for increasing math and literacy achievement in primary and secondary education
  • Authors Sarah Krowka, Alexandria Hadd, Robert Marx
  • Published date 2017-08-28
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title No Excuses charter schools associated with greater gains in math and literacy than traditional public schools
  • PLS Description The No Excuses charter school model focuses heavily on high academic expectations, rigid and consistent discipline, extended instructional time, intensive teacher training, and increased parental involvement. This review examines the effect of No Excuses charter schools on math and literacy achievement. On average, No Excuses charter schools are associated with greater student gains on standardized measures of math and literacy achievement when compared to traditional public schools—with higher gains for math.
  • Title ‘No Excuses’ charter schools for increasing math and literacy achievement in primary and secondary education
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.
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.
Page 1 of 3

Contact Us

  • P.O. Box 222, Skøyen ,
    N-0213 Oslo, Norway
  • (+47) 21 07 81 00
  • (+47) 23 25 50 10
  • Web: tkristiansen@campbellcollaboration.org
  •  info@campbellcollaboration.org