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The Campbell Library (329)

Additional Info

  • Authors Elizabeth A. Kumah, Robert McSherry, Josette Bettany-Saltikov, Sharon Hamilton, Julie Hogg, Vicki Whittaker
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice

Additional Info

  • Authors Adam K. Edgerton, Loretta M. Flanagan-Cato, Elinor Williams, Haisheng Yang
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title The impact of teacher professional development programs on academic achievement of US students in Grades 3-12

Additional Info

  • Authors James Law, Cristina McKean, Jenna Charlton, Robert Rush, Fiona Beyer, Cristina Fernandez-Garcia
  • Published date 2018-01-29
  • Coordinating group(s) Education
  • Type of document Title
  • Title Parent-child reading to improve school readiness and language development at school entry

Additional Info

  • Authors Ashrita Saran, Howard White, Hannah Kuper
  • Published date 2018-01-25
  • Coordinating group(s) Disability
  • Type of document Title Campbell innovations Evidence and gap map
  • Title Effectiveness of interventions for people with disabilities in low- and middle-income countries: an evidence and gap map

Additional Info

  • Authors Hege Kornør, Denny John, Brynhildur Axelsdottir, Sølvi Biedilæ, Bianca Albers
  • Published date 2018-01-17
  • Coordinating group(s) Social Welfare
  • Type of document Title Campbell innovations Evidence and gap map
  • Title Interventions for child abuse and neglect: an evidence and gap map

Additional Info

  • Authors Petra Lietz, Julie Kos, Katherine Dix, Jenny Trevitt, Mirko Uljarevic, Elizabeth O'Grady
  • Published date 2018-01-10
  • Coordinating group(s) Education, Disability
  • Type of document Title Protocol
  • Title Interventions for anxiety in school-aged children with autism spectrum disorder (ASD)

Additional Info

  • 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.

Additional Info

  • Authors Shannon Doocy, Hannah Tappis
  • Published date 2017-12-21
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title Cash-based humanitarian assistance approaches can increase food security and are more cost effective than in-kind food transfers
  • PLS Description This review assesses the effects of cash-based approaches on individual and household outcomes in humanitarian emergencies. It also assesses the efficiency of different cash-based approaches and identifies factors that hinder and facilitate programme implementation.
  • Title The effectiveness and efficiency of cash-based approaches in emergencies

Additional Info

  • Authors Marjorie Chinen, Thomas de Hoop, Lorena Alcázar, María Balarin, Josh Sennett
  • Published date 2017-12-21
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • Volume 13
  • PLS Title Vocational and business training benefit women on the labour market, but the effects of most programmes are small
  • PLS Description Women around the world often perform jobs with minimal skill requirements, and encounter few opportunities for learning and advancement. Governments and development agencies try to improve women’s skills through vocational and business training programmes. This review summarises evidence on the impacts of such programmes, and on the barriers to and facilitators of vocational and business training effectiveness.
  • Title Vocational and business training to improve women’s labour market outcomes in low- and middle-income countries

Additional Info

  • 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
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