Promising practice in school-related gender-based violence(SRGBV) prevention and response programming globally

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A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place

Protocol for a Meta-Review on Education Meta-Analyses: Exploring Methodological Quality and Potential Significance forResearch Use in Practice

This protocol presents the planned methods and procedures for a meta-review that explores the methodological quality of education meta-analyses and their potential significance for research use. An ever-increasing number of meta-analyses are published every year while at the same time new approaches to enhance the validity and reproducibility of systematic reviews are in constant development. We aim to conduct a meta-review to examine the current practices of education meta-analyses in terms of review procedures, meta-analysis methods, and strategies for making meta-analyses useful for non-research audiences. We will focus on meta-analyses including randomized controlled trials and quasi-experimental designs on the effects of K-12 school-based academic interventions on student academic achievement. A comprehensive search will be conducted to retrieve all studies that potentially meet our criteria. Study features will be coded to evaluate three main dimensions: the quality of the review process, which includes the practices used at each systematic review stage (e.g., search procedure, selection, and critical appraisal); the quality of the meta-analysis methods, including the methods used for synthesizing the results, exploring heterogeneity and additional analyses, such as publication bias assessment; the significance for research use, which includes evaluating the ways authors present findings to increase accessibility and relevance for practitioners (e.g., stakeholder engagement in the process, reporting of results). We will identify strengths and weaknesses of current meta-analysis practices and compare them across time, publication outlet, and funding status

A new framework for the design and evaluation of a learning institution’s student engagement activities

In this article we explore the potential for attempts to encourage student engagement to be conceptualised as behaviour change activity, and specifically whether a new framework to guide such activity has potential value for the Higher Education (HE) sector. The Behaviour Change Wheel (BCW) (Michie, Susan, Maartje M van Stralen, and Robert West. 2011. “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science : IS 6 (1): 42. doi:10.1186/1748-5908-6-42) is a framework for the systematic design and development of behaviour change interventions. It has yet to be applied to the domain of student engagement. This article explores its potential, by assessing whether the BCW comprehensively aligns with the state of student engagement as currently presented in the HE literature. This work achieves two things. It firstly allows a prima facie assessment of whether student engagement activity can be readily aligned with the BCW framework. It also highlights omissions and prevalence of activity types in the HE sector, compared with other sectors where behaviour change practice is being successfully applied

A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young people

Background: There is a growing policy imperative to promote positive mental health as well as preventing the development of mental health problems in children. This paper summarises the results of published systematic reviews evaluating interventions to promote mental health and prevent mental illness in children. Method: A search was undertaken of ten electronic databases using a combination of medical subject headings (MeSH) and free text searches. Systematic reviews covering mental health promotion or mental illness prevention interventions aimed at infants, children or young people up to age 19 were included. Reviews of drug and alcohol prevention programmes or programmes to prevent childhood abuse and neglect were excluded because these have been the subject of recent good quality reviews of reviews. Critical appraisal of all studies was undertaken using a standardised appraisal tool for systematic reviews. Where possible effect sizes and 95% confidence intervals are reported. A narrative summary has been provided. Results: A total of 27 systematic reviews were included and grouped pragmatically under the following headings: parenting interventions; programmes for the prevention of anxiety and depression, programmes to promote self esteem, violence and aggression prevention programmes, school-based programmes, and general reviews. Included studies targeted a range of risk and protective factors, and a range of populations (including both parents and children). While, many lacked methodological rigour, overall, the evidence is strongly suggestive of the effectiveness of a range of interventions in promoting positive mental well-being, and reducing key risk factors for mental illness in children. Conclusion: A variety of programmes have been shown to be effective in promoting children’s mental health, albeit with modest effect sizes. Based on this evidence, arguments are advanced for the preferential provision of early preventive programmes