Parental, community and familial support for children’s literacy in developing countries

Spier, Elizabeth; Britto, Pia Rebello; Pigott, Therese D.; Roehlkapartain, Eugene; McCarthy, Michael; Kidron, Yael; Song, Mengli; Scales, Peter C.; Wagner, Dan; Lane, Julia; Glover, Jan

doi:10.23846/sr51253usaid

Cited by 1 publication

(2 citation statements)

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“…In the case of clustered studies with continuous outcomes (e.g., school level means and standard deviations), we followed the strategy suggested by Hedges (2007) and Spier et al (2013). Effect sizes were computed using dT2 assuming equal cluster sample size:…”

Section: Issues With the Unit Of Analysismentioning

confidence: 99%

“…Rho (𝜌𝜌) is the notation used to represent the intra class correlation. N is the total sample size and the sample size of the clusters is represented by n. Based on the characteristics of our data and following Spier et al, (2013) we assume equal cluster size in our calculations. 26 When the clusters have different sizes, we will take a conservative approach, including the smallest cluster size in our calculation.…”

Section: Issues With the Unit Of Analysismentioning

confidence: 99%

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School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in‐school) or on school premises (out‐of‐school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. Included studies evaluated school‐based interventions or school‐supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school‐aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included. The evidence base covers 37 studies. Thirty‐three studies were from the USA, three from the UK, and for one study the country was not clear. School‐based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in‐school exclusion. Four intervention types – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution. There is no impact of the interventions on antisocial behaviour. Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention. Plain language summary Interventions can reduce school exclusion but the effect is temporarySome interventions – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – appear to have significant effects on exclusion. The review in briefInterventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. What is this review about?School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and po...

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Section: Issues With the Unit Of Analysismentioning

confidence: 99%

Section: Issues With the Unit Of Analysismentioning

confidence: 99%