Cristin-resultat-ID: 1791327
Sist endret: 9. november 2020 12:49
NVI-rapporteringsår: 2020
Resultat
Vitenskapelig oversiktsartikkel/review
2020

Common elements of practice, process and implementation in out-of-school-time academic interventions for at-risk children: a systematic review

Bidragsytere:
  • Thomas Engell
  • Benedicte Kirkøen
  • Karianne Hammerstrøm
  • Hege Kornør
  • Kristine Horseng Ludvigsen og
  • Kristine Amlund Hagen

Tidsskrift

Prevention Science
ISSN 1389-4986
e-ISSN 1573-6695
NVI-nivå 1

Om resultatet

Vitenskapelig oversiktsartikkel/review
Publiseringsår: 2020
Publisert online: 2020
Trykket: 2020
Volum: 21
Sider: 545 - 556
Open Access

Importkilder

Scopus-ID: 2-s2.0-85079451340

Klassifisering

Vitenskapsdisipliner

Utviklingspsykologi • Samfunnsvitenskap • Psykologi

Beskrivelse Beskrivelse

Tittel

Common elements of practice, process and implementation in out-of-school-time academic interventions for at-risk children: a systematic review

Sammendrag

Academic achievement is a strong preventive factor against marginalization. Children at risk of academic failure and drop out can benefit from out-of-school-time academic (OSTA) interventions. Wide-scaled implementation and sustainment of effective interventions remain a struggle across education, welfare, and health. The need for approaches to increase implementability, effectiveness, and efficiency of interventions is pressing. Advancements in the field of education and mental health suggest identifying and studying discrete elements that are common across interventions for the purpose of hypothesis generation, intervention optimization, design improvement, and implementation. This review identified OSTA interventions for primary school children at risk of academic failure. Common elements methodology was used to code practice elements (n = 62), process elements (n = 49), and implementation elements (n = 36) in 30 effective and six ineffective OSTA interventions in matrices. Based on frequency counts, common practice, process, and implementation elements across the interventions were identified, and given frequency count values (FV) reflecting how often elements were included in effective studies as opposed to in ineffective studies. The five common practice elements with the highest FVs were homework support, training in positive parental school involvement, positive reinforcement, structured tutoring, and psychoeducation. The most common process element was regular support to intervention receiver, and the most common implementation element was quality monitoring. Common combinations of elements were also identified and given FVs. Results from this review can inform efforts to design or optimize OSTA interventions, and inform education, implementation, and practice to improve academic achievement for children at risk.

Bidragsytere

Aktiv cristin-person

Thomas Engell

  • Tilknyttet:
    Forfatter
    ved RBUP Øst og Sør
  • Tilknyttet:
    Forfatter
    ved Psykologisk institutt ved Universitetet i Oslo

Benedicte Kirkøen

  • Tilknyttet:
    Forfatter
    ved RBUP Øst og Sør

Karianne Thune Hammerstrøm

Bidragsyterens navn vises på dette resultatet som Karianne Hammerstrøm
  • Tilknyttet:
    Forfatter
    ved RBUP Øst og Sør
Aktiv cristin-person

Hege Kornør

  • Tilknyttet:
    Forfatter
    ved Avdeling for vurdering av tiltak ved Folkehelseinstituttet

Kristine Horseng Ludvigsen

  • Tilknyttet:
    Forfatter
    ved RBUP Øst og Sør
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