Search Results

Efficacité des interventions en matière d’état d’esprit axé sur la croissance sur les réalisations scolairesAuthor(s): Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018)
On suggère que les élèves qui ont un état d’esprit axé sur la croissance présentent de meilleurs comportements psychologiques d’adaptation (p. ex., réaction positive face à l’échec), et par conséquent des réalisations scolaires plus élevées. Par conséquent, certains éducateurs ont mis en œuvre des interventions en matière d’état d’esprit axé sur la croissance afin d’aider les élèves à obtenir de meilleurs résultats et de meilleures notes sur les tests standardisés. Étant donné l’augmentation du financement des interventions en matière d’état d’esprit et de l’intérêt pour celles-ci, il est important d’évaluer de façon exhaustive l’efficacité de ces programmes sur les réalisations scolaires, ainsi que les circonstances dans lesquelles l’efficacité est améliorée ou réduite.

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Effectiveness of Growth Mind-Set Interventions on Academic AchievementAuthor(s): Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018)
It is suggested that students with growth mind-set traits exhibit greater adaptive psychological behaviours (e.g. positive response to failure), and consequently higher academic achievement. As a result some educators have implemented growth mind-set interventions to help students achieve better grades and scores on standardized tests. Given the rise in funding for and interest in mind-set interventions, it is important to comprehensively evaluate the effectiveness of these programs on academic achievement, as well as the circumstances under which effectiveness is enhanced or diminished.

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Efficacité des interventions universelles en matière d’autorégulation chez les enfants et les adolescentsAuthor(s): Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018)
L’autorégulation est un concept psychologique qui inclut une gamme de compétences clés liées au contrôle émotionnel, aux interactions sociales positives, et à l’apprentissage autodirigé. Des recherches antérieures ont démontré que l’autorégulation était essentielle au développement et au maintien de la santé et du bien-être pendant l’enfance et toute la vie. Un examen systématique et une méta-analyse ont été effectués pour évaluer l’efficacité des interventions qui favorisent l’autorégulation chez les jeunes de la naissance à 19 ans, en plus des effets de telles interventions sur les résultats sociaux et en matière de santé.

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Effectiveness of Self-Regulation Interventions in Children and AdolescentsAuthor(s): Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018)
Past research has demonstrated that self‐regulation is essential for the development and maintenance of health and well‐being in childhood and across the lifespan. Given the growing evidence of its benefits, there have been many interventions developed to improve self‐regulation skills in youth. A systematic review and meta‐analysis were conducted to assess the effectiveness of interventions that promote self‐regulation among 0‐19 year olds, in addition to the effects of such interventions on health and social outcomes.

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Efficacité des services de santé mentale en milieu scolaire pour les élèves du primaireAuthor(s): Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018)
Une proportion importante de jeunes développent un trouble de santé mentale avant l’adolescence, mais la plupart d’entre eux ne reçoivent pas de soins. Les enfants qui font partie de minorités raciales et ethniques sont particulièrement vulnérables, car ils reçoivent moins de services, et ceux-ci sont de moins bonne qualité. Les interventions en santé mentale en milieu scolaire, dans le cadre desquelles le personnel scolaire assume le rôle de fournisseur de première ligne, représentent une option qui pourrait permettre de réduire ces écarts.

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Effectiveness of School-Based Mental Health Services for Elementary School ChildrenAuthor(s): Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018)
A significant proportion of youth develop a mental disorder by adolescence, but most do not receive care. Children of racial and ethnic minorities are especially vulnerable, as they receive fewer and lower quality services. School‐based mental health interventions, where school staff assume frontline provider roles, represent a potential option to reduce these disparities.

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Interventions en matière d’activité physique ciblant la dépression chez les enfants et les adolescentsAuthor(s): Brown, H. E., Pearson, N., Braithwaite, R. E., Brown, W. J., Biddle, S. J. J., (2013)
La dépression est le trouble de santé mentale le plus fréquent, avec des taux élevés d’apparition pendant l’adolescence. Une méta-analyse a été effectuée en 2017 pour évaluer l’influence globale des interventions en matière d’activité physique sur la dépression chez les enfants et les adolescents. La compréhension du potentiel de l’activité physique pour réduire les symptômes de dépression fournit des implications pour les politiques en milieu scolaire.

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Physical Activity Interventions for Depression in Children and AdolescentsAuthor(s):
Depression is the most common mental health disorder, with high rates of onset during youth. A meta-analysis was conducted in 2017 to assess the overall impact of physical activity interventions on depression in children and adolescents. Understanding the potential of physical activity in reducing depressive symptoms provides implications for policy in school settings.

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Interventions universelles en milieu scolaire sur la « résilience » et la consommation d’alcool et de droguesAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
Une méta-analyse a été effectuée en 2017 pour évaluer l’efficacité d’interventions en milieu scolaire sur la « résilience » en ce qui concernait le tabagisme et la consommation d’alcool et de drogues illégales chez les adolescents. Les interventions qui abordent tant des facteurs personnels de protection de la résilience (p. ex., estime de soi, empathie, conscience de soi), et des facteurs environnementaux de protection de la résilience (p. ex., famille aimante, relations à l’école et dans la communauté) ont été examinés.

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Universal School-based ‘Resilience’ Interventions and Substance UseAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
A meta‐analysis was conducted in 2017 to evaluate the effectiveness of universal school‐based ‘resilience’ interventions on tobacco, alcohol, and illicit substance use among adolescents. Interventions that address both individual resilience protective factors (e.g., self‐esteem, empathy, self‐awareness), and environmental resilience protective factors (e.g., caring family, school and community relationships) were examined.

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Interventions scolaires pour les élèves de l’école primaire et de l’école intermédiaire dont le statut socioéconomique est peu élevéAuthor(s): Dietrichson, J., Bog, M., Filges, T., & Klint Jorgensen A. M. (2017)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) décrit un recensement systématique, effectué en 2017, qui examine la documentation actuelle permettant de mieux comprendre quels types d’intervention peuvent être mis en œuvre afin d’améliorer les résultats aux tests standardisés en lecture et en mathématiques des élèves des écoles élémentaires et intermédiaires dont le statut socio-économique est peu élevé.

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Interventions en milieu scolaire visant à prévenir ou à réduire la violence dans les fréquentations chez les adolescentsAuthor(s): De La Rue, L., Polanin, J. R., Espelage, D. L., Pigo , T. D. (2016)
Ce résumé de recherche élaboré par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) traite des répercussions des programmes de prévention de la violence dans les fréquentations, offerts dans les écoles intermédiaires et secondaires, sur la connaissance des adolescents et l’attitude qu’ils ont par rapport à la violence dans les fréquentations, le consentement dans le cadre des mythes entourant le viol, la perpétration de violence dans les fréquentations, la victimisation liée à la violence dans les fréquentations et les tactiques à adopter en cas de conflit. Implications et recommandations pour des interventions en milieu scolaire y sont mises en évidence.

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Facteurs qui influencent la réussite de programmes de prévention du suicide offerts en milieu scolaireAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
Ce résumé de recherche a été conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). À l’heure actuelle, aucune preuve ne soutient de façon irréfutable le recours à un type précis d’intervention en matière de prévention du suicide utilisé dans les écoles. Ce résumé de recherche présente dans ses grandes lignes un examen réaliste mené en 2012 (une explication plutôt qu’une critique) ayant étudié les caractéristiques d’interventions ayant mené à une réduction des tentatives de suicide. Implications et recommandations sont fournies à partir des conclusions tirées.

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Efficacité des interventions fondées sur la pleine conscience en milieu scolaire pour les jeunesAuthor(s): Felver, J., Celis-de Hoyos, C., Tezanos, K., & Singh, N. (2015)
Ce résumé de recherche a été conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). Il a été largement démontré que les interventions basées sur la pleine conscience aident dans le traitement de divers problèmes sociaux et troubles psychologiques et qu’elles bénéficient aux jeunes. Nombreux sont les éducateurs qui choisissent d’inclure des exercices ou des méthodes de pleine conscience dans le cadre des tâches quotidiennes en salle de classe. Récemment, un examen systématique a passé en revue ce que nous connaissons déjà sur certaines des incidences qu’ont les programmes de pleine conscience en milieu scolaire.

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Les interventions en faveur du développement positif des jeunes sont-elles efficaces?Author(s): Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) décrit un examen systématique, effectué en 2017, sur l’efficacité des interventions en matière de développement des jeunes à engendrer des résultats positifs et à réduire les comportements problématiques. La recherche conclut que les interventions visant à engendrer une positivité chez les jeunes constituent une technique préventive encourageante pouvant réduire les comportements dangereux et délictueux des adolescents.

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Are Positive Youth Development Interventions Effective?Author(s): Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017).
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2017 systematic review of the effectiveness of youth development interventions in promoting positive outcomes and reducing problem behaviours. The research finds that positive youth development interventions are a promising preventative technique for reducing harmful adolescent behaviour.

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Effectiveness of Mindfulness-Based Interventions for Youth in SchoolsAuthor(s): Felver, J., Celis‐de Hoyos, C., Tezanos, K., & Singh, N. (2015)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a 2015 systematic review that examined what is known about some of the effects of mindfulness programs in school settings. The researchers believe that mindfulness-based interventions have great potential for improving educational and psychosocial outcomes for students.

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Factors Impacting Success of School-Based Suicide Prevention ProgramsAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). At present, no evidence conclusively supports the use of any one specific type of school-based intervention for suicide prevention. This summary outlines a 2012 realist review (explanation rather than critique) that examined characteristics of interventions linked to a reduction in suicide attempts. Based on the findings, implications and recommendations are provided.

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School-Based Interventions to Prevent or Reduce Teen Dating ViolenceAuthor(s): De La Rue, L., Polanin, J. R., Espelage, D. L., Pigott, T.D. (2016)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a meta-analysis that set out to determine the effects of middle and high school-based dating violence prevention programs on teens' knowledge of and attitudes toward dating violence, rape myths acceptance, dating violence perpetration, dating violence victimization, and conflict tactics. Implications and recommendations for school-based interventions are highlighted.

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Academic Interventions for Elementary and Middle School Students with Low SESAuthor(s): Dietrichson, J., Bog, M., Filges, T., & Klint Jorgensen A. M. (2017)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a 2017 systematic review that examined the current literature to better understand what types of interventions can be implemented to increase standardized test scores in reading and mathematics of low SES students in elementary and middle school.

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Math Interventions for Students with Autism Spectrum DisorderAuthor(s): King, S., Lemons, C., and Davidson, K. (2016)
This summary was developed by the E-Best team at the Hamilton Wentworth District School Board. This and other Research in Brief (RIB) summaries can be found at: http://www.hwdsb.on.ca/about/research

ASD can have varying effects on cognitive functioning. Those with high‐functioning ASD may not have difficulty with mathematics and numeracy, but can experience challenges in...

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Programming for Gifted StudentsAuthor(s): E-BEST, HWDSB (2011)
This summary was created by the E-Best team at the Hamilton Wentworth District School Board. This and other research summaries can be found at http://www.hwdsb.on.ca/e-best/

A variety of interventions for gifted students are currently practiced, including gifted classes, withdrawal programs, and specialized instruction and/or grouping within the regular classroom. The goal of such interventions is to allow gifted students to fully develop their abilities (alongside positive social interactions with peers).

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Effectiveness of Mindfulness Based Interventions for Youth in SchoolsAuthor(s): Felver, J., Celis-de Hoyos, C., Tezanos, K., and Singh, N. (2015)
This summary was developed by the Knowledge Network for Student Well-Being (KNSWB). The KNSWB is a project of the Knowledge Network for Applied Education Research (KNAER).

Mindfulness‐based interventions have been broadly shown to be
effective for a variety of psycho‐social problems, and may be
effective with youth....many educators are choosing to include mindfulness exercises or practices as part of their classroom routines. A recent systematic review has examined what we know about some of the effects of mindfulness programs in school settings.

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Effective Elements of Suicide Prevention programs in SchoolsAuthor(s): Balaguru, V, Sharma, J, Waheed, W. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2012 systematic review of effective elements of suicide prevention programs by Balaguru, Sharma and Waheed.
http://www.hwdsb.on.ca/e-best/

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Using Theatre to Examine Social Issues and Change School CultureAuthor(s): Gallagher, G. and Service, I. (2010)
This study examines the use of theatre to stimulate discussions about social issues and changes to school culture.The play tells the story of one boy’s struggle to overcome economic hardship, and the schools selected to show the play were chosen because of their large enrolments of students from low socio-economic backgrounds. The play was followed up with teacher professional development workshops to support the implementation of the overall program which was designed to help schools reduce the effects of poverty on students.

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Promoting Curriculum Access in Children and Youth with Reading DisabiliitesAuthor(s): Martinussen, R.
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

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Are Summer Reading Programs Effective for Low Income Students?Author(s): Kim J. S. & Quinn, D. M. (2013)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board. More E-Best summaries can be found at http://www.hwdsb.on.ca/e-best/

A number of studies have shown that students from low‐income families score significantly lower on most measures of reading. Summer reading programs are often suggested as a strategy to reduce this gap. This meta-analysis reviewed studies that evaluated the effects of summer reading interventions.

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Program In Brief: Empower Reading ProgramAuthor(s): E-BEST HWDSB
The Empower™ Reading program is designed to teach word identification skills and decoding strategies and to promote the effective use of these strategies. Applying these strategies effectively, the student can develop the basic skills needed for independent reading for meaning, information, or pleasure. The program focuses on 5 strategies: Sounding Out strategy, Rhyming strategy, Peeling Off strategy, Vowel Alert strategy, and SPY strategy, embedded in a metacognitive frame work.

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Preventing Alcohol Use Problems Among Aboriginal YouthAuthor(s): Rawana J.S and Ames M.E. (2011)
This summary was produced by EENet. For more information on EENet and access to other summaries, please visit http://eenet.ca/

Youth who experiment with alcohol may be at risk of future alcohol use problems. Studies and trends show that Aboriginal youth may be at an even greater risk of developing such alcohol and drug use problems. For all teens, certain risk factors may worsen their vulnerability to developing alcohol disorders. Likewise, certain protective factors ward off alcohol dependence amongst teens. This study examines the protective factors of alcohol use among off-reserve Canadian Aboriginal youth.

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Effective Reading Programs for Struggling Students in the Elementary GradesAuthor(s): Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on effective elementary reading programs. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review examined studies of remedial reading programs and compared them to one another....Researchers found that the most effective strategy for remedial readers was an initial focus on improving classroom instruction methods, followed by one‐on‐one tutoring with an emphasis on phonics for students who continued to struggle."

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Psychological and educational interventions for preventing depression in children and adolescentsAuthor(s): Merry, S. N., Hetrick, S. E., Cox, G. R., Brudevold‐ Iverson, T., Bir, J. J., & McDowell, H. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on psychological and educational interventions. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review sought to determine whether psychological and/or educational interventions are effective in preventing depression in children and adolescents....When compared with no intervention, programs showed an immediate reduction in risk of depression."

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Classroom management practices to reduce disruptive or aggressive student behaviourAuthor(s): Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on effective classroom management strategies. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review sought to determine whether classroom management programs were effective in reducing
problematic behaviour in students from kindergarten through grade 12....It was found that classrooms that implemented classroom management programs had significantly lower rates of problem behaviour than classrooms not using classroom
management interventions."

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Programs in Brief: Peer Assisted Learning Strategies (PALS)Author(s): The PALS program was developed by the Kennedy Centre for Human Development at Vanderbilt University.
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on the Peer Assisted Learning Strategies (PALS) program. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"PALS is a systematic class‐wide reading program for students in
kindergarten to grade 6. PALS builds reading fluency and
comprehension skills through a set of activities that students are
engaged in for 35 – 45 minute sessions, 3 – 4 times a week. The
classroom teacher provides the initial lesson followed by a
prescribed lesson with materials provided . This is followed by
students working in pairs to practice and reinforce the skills
taught."

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Single-Sex ClassroomsAuthor(s): Demers, S., Bennett, C. (2007)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"We hear more and more about single-sex classrooms. Traditionally, this mode of teaching was exclusively found in private schools; today, more and more single-sex classes are found in publicly funded schools in Canada and the United States. In the 1980s, single-sex classrooms were introduced in some Ontario schools to address perceived gaps in achievement of girls in mathematics. According to a recent Quebec study, in 2003–04 there were over 250 intervention projects to
improve boys’ learning. By far, the most common of these interventions was the single-sex classroom."

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Early Identification and Intervention for At-Risk Readers in French ImmersionAuthor(s): Wise, N., Chen, X. (2009)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Children who experience difficulty in learning to read often remain poor readers
in later years. An unfortunate cycle ensues, in that the more frustration these
children experience, the more disinterested they become in reading. Abundant
evidence links early identification of reading problems to constructive interventions
and improved student achievement."

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Placing Music at the Centre of Literacy InstructionAuthor(s): Boldu, J., Fleuret, C. (2009)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"This monograph begins with a survey of research which suggests that musical
activities promote the development of auditory perception and phonological
awareness as well as metacognitive and metalinguistic skills. It then presents
four pedagogical interventions. By way of conclusion, it reiterates the importance
of musical acitivities and music education in schools."


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Bullying prevention in schools: A survey of Ontario principalsAuthor(s): Smith, D., Cousins, B., Stewart, R. (2005)
This study explored the relations among various aspects of bullying prevention programs.

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