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A systematic review of instructional interventions to improve school completion: Mapping the evidence.

机译：对提高学校学业水平的教学干预措施的系统评价：绘制证据。

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摘要

This review of research on dropout prevention programs in Canada between 1990 and 2006 was conducted with the goal of increasing awareness and knowledge of (a) current research on high school dropout prevention and intervention in Canada; (b) instructional design and implementation of successful programs; (c) context-related factors that moderate program effectiveness and (d) selecting and/or designing programs that take into consideration current research evidence.;Underreporting and missing data presented significant challenges in terms of analyzing instructional practices and impacts. Results showed that the most frequent type of dropout prevention programs were pull-out support, specialized courses and workshops or alternative schools. Most programs incorporated multiple forms of support (i.e., combinations of health services, life-skills, career preparation, academic support, cultural/spiritual enrichment, etc.). Instructional strategies varied across findings with the most common being tutoring, work-based learning and mentoring. Almost three quarters of the findings presented evidence of positive program outcomes with another 13% reporting strong positive program impacts.;Future research might focus on linking outcome impacts (e.g., enrolment status/dropout rates) with the program performance context to look beyond ''the learner" as the site of dropout prevention. Application for stakeholders and practitioners includes, among others, recommendations for revisiting existing practices and policies to determine if mainstream classroom practices support the school/work connection and redefining instruction using best-practices in teaching to accommodate self-direction, flexibility in course delivery and responsiveness to the needs of at-risk learners.;The identification of studies to be used in this review was conducted through a comprehensive search of publicly available literature (i.e., research databases, contacting researchers and program administrators, contacting local and provincial education agencies, etc.). Of the 240 documents retrieved 38 met all of the inclusion criteria. An additional 30 studies from outside of Canada were also analyzed.
机译：这项对1990年至2006年间加拿大辍学预防计划研究的综述是为了提高人们对以下方面的认识和知识：（a）当前加拿大高中辍学预防和干预研究。 （b）教学设计和成功方案的实施； （c）与情境相关的因素会削弱计划的有效性，并且（d）选择和/或设计计划时要考虑到当前的研究证据。;漏报和缺失数据在分析教学实践和影响方面提出了重大挑战。结果表明，最常见的辍学预防方案是退出支持，专门课程和讲习班或替代学校。大多数计划纳入了多种形式的支持（即卫生服务，生活技能，职业准备，学术支持，文化/精神丰富等的组合）。教学策略因发现而异，最常见的是辅导，基于工作的学习和指导。几乎四分之三的调查结果表明计划取得了积极的成果，另有13％的人报告了计划产生了积极的积极影响。利益相关者和从业者的申请，除其他外，包括关于重新审视现有实践和政策的建议，以确定主流课堂实践是否支持学校/工作联系并使用最佳实践重新定义教学以适应教学自我指导，课程安排的灵活性以及对高风险学习者需求的响应能力。通过全面检索公开可获得的文献（例如研究数据库，联系研究人员和计划），确定将用于本次审查的研究管理员，联系地方和省级教育机构等）。在检索的240个文档中，有38个符合所有纳入标准。还分析了加拿大以外的另外30项研究。

著录项

  • 作者

    Wozney, Lori Mae.;

  • 作者单位

    Concordia University (Canada).;

  • 授予单位 Concordia University (Canada).;
  • 学科 Education Administration.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 161 p.
  • 总页数 161
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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