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This Campbell systematic review assesses the direct and indirect benefits of public police interventions that use procedurally just dialogue. The review summarises findings from 30 studies conducted in Australia, the USA and England. The participants were individuals (citizen, victim, offender etc.), groups (e.g. community) and third parties (e.g. religious advisors). Police‐led interventions specifically aimed at increasing legitimacy have a significant impact on public satisfaction with and confidence in the police. Such interventions are also associated with significantly increased public compliance/cooperation, procedural justice (fairness, neutrality, etc.) and legitimacy (obligation to obey police/law). Interventions also had a minor effect on reoffending. Executive Summary/Abstract BACKGROUNDPolice require voluntary cooperation from the general public to be effective in controlling crime and maintaining order. Research shows that citizens are more likely to comply and cooperate with police and obey the law when they view the police as legitimate. The most common pathway that the police use to increase citizen perceptions of legitimacy is through the use of procedural justice. Procedural justice, as described in the literature, comprises four essential components. These components are citizen participation in the proceedings prior to an authority reaching a decision (or voice), perceived neutrality of the authority in making the decision, whether or not the authority showed dignity and respect toward citizens throughout the interaction, and whether or not the authority conveyed trustworthy motives.Police departments throughout the world are implicitly and explicitly weaving the dialogue of these four principles of procedural justice (treating people with dignity and respect, giving citizens “voice” during encounters, being neutral in decision making, and conveying trustworthy motives) into their operational policing programs and interventions. OBJECTIVESThis review synthesizes published and unpublished empirical evidence on the impact of interventions led by the public police to enhance citizen perceptions of police legitimacy. Our objective is to provide a systematic review of the direct and indirect benefits of policing approaches that foster legitimacy in policing that either report an explicit statement that the intervention sought to increase legitimacy or report that there was an application of at least one of the principles of procedural justice: participation, neutrality, dignity/respect, and trustworthy motives. SEARCH STRATEGYStudies were identified using six electronic databases (CSA, Informit, Ingenta Connect, Ovid, Proquest and Web of Knowledge) and two library catalogues (National Police Library and the Cambridge University Library and dependent libraries). We also searched the reference list of each eligible study, and reviewed the biographies and publication lists of influential authors in the field of procedural justice and police legitimacy, to determine if there were any relevant studies ...

We present the results of a meta-analytic review of early developmental prevention programs (children aged 0-5: structured preschool programs, center-based developmental day care, home visitation, family support services and parental education) delivered to at-risk populations on non-health outcomes during adolescence (educational success, cognitive development, social-emotional development, deviance, social participation, involvement in criminal justice, and family well-being). This review improves on previous meta-analyses because it includes a more comprehensive set of adolescent outcomes, it focuses on measures that are psychometrically valid, and it includes a more detailed analysis of program moderator effects. Seventeen studies, based on eleven interventions (all U.S-based) met the ten criteria for inclusion into the analysis. The mean effect size across all programs and outcomes was 0.313, equivalent to a 62% higher mean score for an intervention group than for a control group. The largest effect was for educational success during adolescence (effect size 0.53) followed by social deviance (0.48), social participation (0.37), cognitive development (0.34), involvement in criminal justice (0.24), family wellbeing (0.18), and social-emotional development (0.16). Programs that lasted longer than three years were associated with larger sample means than programs that were longer than one year but shorter than three years. More intense programs (those with more than 500 sessions per participant) also had larger means than less intense programs. There was a marginally significant trend for programs with a follow-through component into the early primary school years (e.g. preschool to Grade 3) to have more positive effects than programs without a follow-through. We conclude that the impact of well-conducted early development programs on quality of life in adolescence can be substantial for social policy purposes.

This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre‐kindergarten and kindergarteners prior to elementary/primary school and centre‐based providers. The review shows a positive statistically significant association between teacher qualification and the quality of early childhood learning environment. This finding is not dependent on culture and context given that the evidence is from several countries. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre‐based and home‐based ECEC settings. However, the evidence is from correlational studies, so evidence is needed from studies with designs which can assess causal effects. Further research should also assess what specific knowledge and skills learnt by teachers with higher qualifications enable them to complete their roles effectively. Synopsis/plain language summary Higher teacher qualifications are associated with higher quality early childhood education and careThis review examines the empirical evidence on the relationship between teacher qualifications and the quality of the early childhood learning environment. Higher teacher qualifications are significantly positively correlated with higher quality in early childhood education and care. What did the review study?Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could lead to poor social, emotional, educational, health, economic and behavioural outcomes.The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policy makers and educational practitioners alike to settle on strategies that would enhance the learning outcomes for children in their early stages of education.This review examines the current empirical evidence on the correlation between teacher qualifications and the quality of early childhood learning environments. What studies are included?Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications.Furthermore, the studies had to have comparative designs and report either an overall quality scale or an environment rating scale.A total of 48 studies conducted with 82 independent samples were included in the review. What are the main results in this review?Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care.The education level o...

The paper reports the findings of evaluative research that attempted to rigorously assess the efficacy of a feed-forward, formative assessment intervention. The aim was to improve participants' conceptions of quality, and hence improve the quality of a complex piece of summative assessment, by asking them to mark exemplars produced by former students. Feed-forward assessment has theoretical support in the literature, but empirical confirmation has been slight. Research findings were encouraging. A statistical model incorporating feed-forward was developed which accounted for a large effect in the improvement of results for the summative item. Importantly, there was improvement across student ability levels. Students, in the main, made accurate judgements about different levels of exemplar quality, although they had some difficulty discerning different pathways to high-quality products. Qualitative analysis indicated improved student conceptions of coherence and integration in the summative piece.