Relevant bibliographies by topics / Academic intervention

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic intervention'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Academic intervention"

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Sinclair, Anne C., Samantha A. Gesel, and Christopher J. Lemons. "The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement." Journal of Positive Behavior Interventions 21, no. 4 (May 27, 2019): 238–48. http://dx.doi.org/10.1177/1098300719851227.

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Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students’ academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed.
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Hope, Jessica, Charlotte Lemanski, Tanja Bastia, Nina Moeller, Paula Meth, and Glyn Williams. "Childcare and academia: an intervention." International Development Planning Review: Volume 42, Issue 4 42, no. 4 (October 1, 2020): 391–405. http://dx.doi.org/10.3828/idpr.2019.40.

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In this Viewpoint, we engage with the everyday politics of academia - specifically, how caring for young children continues to affect academic work and career trajectories in ways that could be better mitigated. This viewpoint piece collates the personal accounts of six development scholars who discuss their experiences of negotiating both academia and childcare, covering fieldwork, funding, career trajectories, sharing parental responsibilities and challenges for family life. Though charting different experiences, all these contributions argue for better recognition of both the gains and persistent inequalities in how care responsibilities impact academic work and careers, and the need to better mitigate these with concrete changes to policy and practice.
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Khuder, Baraa, and Bojana Petrić. "Academic texts in motion." Journal of English for Research Publication Purposes 3, no. 1 (June 2, 2022): 51–77. http://dx.doi.org/10.1075/jerpp.22001.khu.

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Abstract Knowledge production in collaborative writing for publication has tended to be studied as fixed in time and place; few studies have focused on the drafting and redrafting of texts and the interactions among the co-authors involved. Using a text history approach to a research article co-authored by an exiled academic and his two more experienced co-authors, all using English as an additional language, this study investigates the impact of interactions during text production on the focal academic’s understanding of writing for English-medium international publication. We analysed the co-authors’ comments on the academic’s drafts, examining their Intervention Levels (levels of directness and explicitness) and Intervention Areas (disciplinary, writing, and publishing conventions) and the academic’s responses to these interventions. Analysis focused on interaction episodes (written interactions relating to a specific point in the text and relevant textual changes throughout drafts). Findings revealed that interventions focused on multiple areas, with the co-authors acting as knowledge brokers in all domains. The interaction dynamics changed across the drafts, in the focus of interaction episodes and the levels of co-authors’ interventions provided to the academic, which created a space to negotiate interventions and, consequently, to enrich his understanding of writing practices for international publication in English.
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Morrison, Julie Q., Rebecca L. Rahschulte, Lauren McKinley, and Allison M. Maxwell. "EXAMINING INTERVENTION EFFECTIVENESS AND EFFICIENCY OUTCOMES IN SINGLE-CASE DESIGN STUDIES." Problems of Psychology in the 21st Century 8, no. 2 (December 25, 2014): 161–71. http://dx.doi.org/10.33225/ppc/14.08.161.

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The research literature on evidence-based academic interventions focuses predominantly on measures of intervention effectiveness. Intervention efficiency measures, in contrast, include the dimension of time required to achieve a level of effectiveness. The purpose of this study was to review the research literature for single-case design studies that included measures of both effectiveness and efficiency for academic (i.e., reading, math, writing, and spelling) interventions in schools. The study reviewed single-case design research on academic interventions published in six dominant peer-reviewed journals in school psychology between 2003-2013: School Psychology Review, School Psychology Quarterly, Psychology in the Schools, Journal of School Psychology, Journal of Behavioral Education, and the Journal of Evidence-Based Practices for Schools. The results of this study suggest that intervention efficiency measures are largely absent from the academic intervention research. The implications of this study are that both effectiveness and efficiency measures need to be considered as they each provide a unique contribution to determining the impact of an academic intervention. Key words: intervention efficiency, single-case designs.
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O'Neill, Patrick. "Academic reform as community intervention." Canadian Psychology/Psychologie canadienne 29, no. 4 (1988): 362–65. http://dx.doi.org/10.1037/h0084558.

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Eckert, Tanya L., Bridget O. Hier, Narmene F. Hamsho, and Rigby D. Malandrino. "Assessing children’s perceptions of academic interventions: The Kids Intervention Profile." School Psychology Quarterly 32, no. 2 (June 2017): 268–81. http://dx.doi.org/10.1037/spq0000200.

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Hen, Meirav, and Marina Goroshit. "Prevention and intervention for academic procrastination in academic communities." Journal of Prevention & Intervention in the Community 46, no. 2 (February 27, 2018): 113–16. http://dx.doi.org/10.1080/10852352.2016.1198149.

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Busch, Isolde Martina, Silvia Savazzi, Giuseppe Bertini, Paola Cesari, Olivia Guaraldo, Michela Nosè, Corrado Barbui, and Michela Rimondini. "A Practical Framework for Academics to Implement Public Engagement Interventions and Measure Their Impact." International Journal of Environmental Research and Public Health 19, no. 20 (October 16, 2022): 13357. http://dx.doi.org/10.3390/ijerph192013357.

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Academic institutions have shown an increased interest in the so-called third mission to offer an impactful contribution to society. Indeed, public engagement programs ensure knowledge transfer and help to inspire positive public discourse. We aimed to propose a comprehensive framework for academic institutions planning to implement a public engagement intervention and to suggest potential indicators to measure its impact. To inform the framework development, we searched the literature on public engagement, the third mission, and design theory in electronic databases and additional sources (e.g., academic recommendations) and partnered with a communication agency offering non-academic advice. In line with this framework, we designed a public engagement intervention to foster scientific literacy in Italian youth, actively involving them in the development of the intervention. Our framework is composed of four phases (planning/design, implementation, immediate impact assessment, and medium- and long-term assessment). Impact indicators were subdivided into outcome variables that were immediately describable (e.g., changed understanding and awareness of the target population) and measurable only in the medium or long run (e.g., adoption of the intervention by other institutions). The framework is expected to maximize the impact of public engagement interventions and ultimately lead to better reciprocal listening and mutual understanding between academia and the public.
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Distina, Primalita Putri. "Intervensi Mindful Breathing Untuk Mengatasi Stres Akademik Pada Remaja Sekolah Menengah Atas." Psychosophia: Journal of Psychology, Religion, and Humanity 3, no. 2 (October 1, 2021): 124–40. http://dx.doi.org/10.32923/psc.v3i2.1756.

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High school students are prone in experiencing academic stress. Academic stressors faced are in the form of pressure to have a lot of assignments, length of study, poor time management, to anxiety facing exams. Some research shows that academic stress of high school students are in the high category. In an extreme case, academic stress can lead to self-harm behavior. One of the interventions that can overcome academic stress is mindful breathing. This study aims to determine the result of mindful breathing intervention to overcome academic stress in high school students. This study used a single-subject design, with one subject aged 16 years who was in grade XI. The flow of intervention consists of counseling sessions, preparation, implementation of the intervention, and evaluation. The results showed that the mindful breathing intervention was successful in dealing with academic stress in high school students.
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Goroshit, Marina. "Academic procrastination and academic performance: An initial basis for intervention." Journal of Prevention & Intervention in the Community 46, no. 2 (February 27, 2018): 131–42. http://dx.doi.org/10.1080/10852352.2016.1198157.

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Dissertations / Theses on the topic "Academic intervention"

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Conklin, Kristen. "Peer Tutoring as an Academic Intervention." Thesis, City University of New York Queens College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1691023.

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Learning can be defined as the process leading to relatively permanent behavioral change or potential behavioral change. In other words, as you learn, you alter the way you perceive your surroundings, the way you interpret any incoming stimuli, and as a result, you alter your interactions and behavior with others. Peer tutoring is an intervention which has been recognized by multiple research sources as a technique that when implemented appropriately, dramatic academic achievement may be achieved. Literature was collected from 1979 through 2012 using terms such as “peer tutoring,” “academic intervention” and “increase academic achievement”. The majority of participants that took part in the studies were at the elementary school level and many studies took place inside a classroom setting. However, some studies were geared towards private institutions and residences. Some studies focused their research on high school age students and adults. Interventions that were selected and incorporated into research were aimed towards an approach to increase student academics. The methods selected included play therapy, setting goals and peer tutoring. Multiple studies noted in their conclusion that there was a clear increase in academic achievement when peer tutoring is implemented into the classroom. Overall findings of the research have identified peer tutoring as one of the most effective intervention methods where students benefit positively in multiple areas. These areas include increased social approvals during unstructured free time as well as academic improvements across all subject areas. In the field of special education, Peer tutoring may be applied to collaborative classrooms in order to foster acceptance of all students. Research identified an increase in social approval when peer tutoring is used as an academic intervention. In a society where all students benefit from receiving a free and appropriate education it is essential to foster acceptance and a healthy learning environment. In turn, academic achievement will increase and the student will become more successful and attentive.

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Phung, John Tri. "Academic Outcomes of a Precollege Intervention Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2753.

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The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, the program evaluation was used to assess the efficacy of the local high school's year-long precollege intervention program in a convenience sample of 112 Grade 9 students. The research questions examined the difference between the program participants and non-participants' academic outcomes including grade point average and semester course grades in math, English, science, and social science from Semester 1 to Semester 2 in the 2014-2015 school year. Independent samples t tests were used to identify whether there was a significance difference between the mean-scores of the intervention and control groups. The results indicated that the program did not significantly impact the participants' academic outcomes, and the program goals were not met. The evaluation report included the results, provided recommendations to increase understanding of the intervention program and students' needs, inform and engage stakeholders, redesign program goals, allocate resources, and streamline program activities. The improved program model could enhance students' academic outcomes and lead to higher high school graduation and college enrollment rates for students.
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Davis, Laura M. "Academic Coaching as a Part of Response to Intervention." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595515185002168.

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Yang, Lan, and 杨兰. "Enhancing academic self-concept and academic achievement of vocationalstudents: a longitudinal intervention studyin mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329873.

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While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhancement approaches to foster low-achieving students’ school success by conducting a pioneering longitudinal experimental study particularly in mainland China. The participants were low-achieving junior secondary students who had recently enrolled in Secondary Vocational Education (SVE) in mainland China (total N = 724). It was found that compared with normal- and high-achieving students in mainstream secondary education, students in SVE were characterized with less achieving motives, less internal-oriented control beliefs and particularly lower academic self-concepts. In addition, the academic self-concept of SVE students was found to be the most significant predictor of their academic achievement (p＜ .001) compared with achieving approach (p＜ .05) and locus of control (p＞ .05). These findings, in light of the 3P learning model, revealed the likely major role of academic self-concept in affecting academic achievement among adolescent students in SVE. In particular, Study 2, a comparative study, confirmed that vocational students had the lowest English self-concept of the groups studied. Hence, the focus of Study 3 (a longitudinal intervention) was on English self-concept. By incorporating recent advances in Western feedback enhancement approaches and the construct-validity approach to fully explore the intervention effects, Study 3 demonstrated that the researcher-administered treatments (performance feedback and combined feedback) in natural classroom settings successfully enhanced participants’ English self-concept, the targeted facet. Importantly, both the competence and affect components within the English self-concept of targeted students also gained statistically significant improvements from the two feedback treatments, compared with those of students who received no particular treatment. An interesting finding was that the two feedback treatments appeared similarly significant in changing the competence component of English self-concept. However, the internally-focused performance feedback was less effective in changing the affect component of English self-concept compared with the combined feedback. Non-significant transfer effects were found on untargeted facets of academic self-concept among participants receiving only the performance feedback. A slightly significant transfer effect was found on Chinese self-concept (one control facet) among participants receiving the combined feedback, indicating the power of the combined feedback to influence a facet that is closely related to the targeted facet. The present findings provided important cross-cultural empirical evidence to support sound within-network validity of the feedback intervention in a vocational setting. Impressively, the English achievements of students in both experimental classes also gained statistically significant improvements. Based on key research designs of the present intervention, future implications of the two feedback treatments to cultivate positive academic self-beliefs and enhance learning among vocational and non-vocational secondary school students are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Erdner, Kevin. "THE EFFECTS OF A BRIEF MINDFULNESS INTERVENTION ON ACADEMIC PERFORMANCE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2282.

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An increasing number of publications from a variety of human service fields have sought to utilize mindfulness meditation as a means to reduce psychological distress and increase positive psychological outlooks. These studies typically involve mindfulness training and typically last anywhere from 4 hours to 8 weeks. To date, no published research has established the minimal amount of time for effective outcomes to benefit from mindfulness exposure. The purpose of this study is to evaluate whether brief exposure to mindfulness training before a discrete event can lead to positive outcomes in that event and increased mindfulness in a group of university students. A group of 26 undergraduate and graduate students in two different classes were exposed to either a control task (listening to music) or a mindfulness intervention just prior to taking a quiz. The session lasted no more than 30 minutes and the mindfulness intervention itself was timed to not exceed 15 minutes. Visual inspection of the data yielded some positive outcomes in terms of increased performing on a quiz in comparison to quiz grades the week before. Statistical analysis suggested that these outcomes were not statistically significant. This study adds to the research on mindfulness as an intervention for positive outcomes. Implications for future research on practical benefits of mindfulness were discussed.
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Walsh, Jonathan Thomas. "THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468140.

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Educational Leadership
Ed.D.
With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in participants versus non-participants. This study examined the place of a summer program within a school district budget and curriculum. The study was designed to better understand the achievement gains, or lack thereof, of students who were invited to a summer program in one Northeast school district. The research design attempted to provide a better understanding of how the summer program impacted reading achievement of students who attended the program. The study compared the reading achievement of students who attended the summer program to the reading achievement of students who were invited to the summer program, but did not attend. The results of the study revealed there was a statistical difference in the test scores of the students who attended the summer reading program compared to those that did not attend. That statistical difference showed that students who attended the program scored higher on the formative reading assessments than did students who did not attend the program during the October assessment. Also, it was discovered that students who attended the summer reading program maintained their difference in reading achievement level over the course of the school year, in between October and May. It was concluded that attending the summer reading program set forth a difference in reading achievement that was maintained throughout the school.
Temple University--Theses
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Meadows, Emily Amiah. "Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1540982942450755.

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Howlett, Katia Delrahim. "Web-based intervention for alcohol use in women of childbearing potential." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3397324.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2010.
Title from first page of PDF file (viewed April 7, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 144-160).
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Yahya, Sawsan. "Improving students' behaviour and academic achievement through a counselling intervention programme." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622776.

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In the cultural context of low achievement in Arab Israeli schools, this work-based study describes and evaluates a successful counselling intervention in one Israeli Arab elementary school. The intervention took place over six months and involved twenty activities. A mixed methods approach was adopted to evaluate the intervention. The use of both qualitative and quantitative methods provided an informative evaluation of the perceptions of students, teachers and parents about the effectiveness of the intervention. Students, parents and teachers reported that from their point of view, student behaviour, student/teacher/parent relationships and learning improved during the intervention. This positive analysis of perceptions was qualified by the possibility that other factors that were not analysed might be influential. The lessons learned from the intervention, such as the need for creating a teacher – parent strategic alliance, renouncing the use of aversive control and the adaptation of teaching styles to student learning styles, may prove to be a transformative approach to the education of Arab Israeli students.
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Malmgren, Kimber W. "Cooperative learning as an academic intervention for students with behavioral disorders /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7848.

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Books on the topic "Academic intervention"

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Lynda, Miller, ed. Language intervention and academic success. Austin, Tex: PRO-ED, 1988.

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Lynda, Miller, ed. Language intervention and academic success. Boston: Little, Brown, 1988.

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McRobbie, Joan. Can state intervention spur academic turnaround? [San Franciso, CA]: WestEd, 1998.

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Academic skills problems: Direct assessment and intervention. 3rd ed. New York: Guilford Press, 2004.

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Academic skills problems: Direct assessment and intervention. 2nd ed. New York: Guilford Press, 1996.

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S, Shapiro Edward. Academic skills problems: Direct assessment and intervention. New York: Guilford Press, 2010.

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Academic skills problems: Direct assessment and intervention. New York: Guilford Press, 1989.

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Shapiro, Edward S. Academic skills problems: Direct assessment and intervention. 2nd ed. New York: Guilford Press, 1996.

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Adey, Philip. Really raising standards: Cognitive intervention and academic achievement. London: Routledge, 1997.

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1928-, Shayer Michael, ed. Really raising standards: Cognitive intervention and academic achievement. London: Routledge, 1994.

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Book chapters on the topic "Academic intervention"

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Stoiber, Karen Callan. "Academic intervention." In Encyclopedia of psychology, Vol. 1., 14–17. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-006.

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Fuchs, Lynn S. "Academic assessment-intervention link." In Encyclopedia of psychology, Vol. 1., 7–10. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-004.

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Shaffer, Leigh S. "Academic advising." In APA handbook of career intervention, Volume 2: Applications., 85–98. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14439-007.

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Mastropieri, Margo A., and Barbara J. Mushinski Fulk. "Enhancing Academic Performance with Mnemonic Instruction." In Intervention Research in Learning Disabilities, 102–21. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3414-2_5.

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Kilanowski, Lisa. "School Psychology Leadership in Academic Intervention." In Principles of Leadership in School Psychology, 21–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84063-1_2.

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McCallister, Cynthia. "The Academic and Behavior Intervention Formats." In A Pedagogical Design for Human Flourishing, 257–68. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003025801-23.

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DuPaul, George J., and Lee Kern. "Promotion of academic skills." In Young children with ADHD: Early identification and intervention., 107–25. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12311-005.

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Klingbeil, David A., Tera L. Bradley, and Jennifer J. McComas. "Progress Monitoring for Students Receiving Intensive Academic Intervention." In Handbook of Response to Intervention, 343–60. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_20.

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Wong, Tin. "Shō Tokukō Begs for China’s Help, Rin Seikō Tries to Secure Chinese Military Intervention." In China Academic Library, 251–93. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6546-2_10.

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Stephens, Jason M. "Creating Cultures of Integrity: A Multilevel Intervention Model for Promoting Academic Honesty." In Handbook of Academic Integrity, 995–1007. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-098-8_13.

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Conference papers on the topic "Academic intervention"

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Palade, Ioana, Cristian Gavriloaia, and Răzvan Timiș. "YOU CAN DO IT! A MHEALTH INTERVENTION FOR SMOKING CESSATION." In 38th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.038.028.

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Kim, Young-Han, and Hanjoon Jung. "TIMING OF GOVERNMENT INTERVENTION AND THE MULTIPLE EQUILIBRIA OF CURRENCY CRISIS." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.025.

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Mgala, Mvurya, and Audrey Mbogho. "Data-driven intervention-level prediction modeling for academic performance." In the Seventh International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2737856.2738012.

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González Portillo, Auxiliadora. "Refugee Intervention: Gaps Between Academic Training And Professional Practice." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.4.

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Rubie-Davies, Christine. "A Teacher Expectation Intervention: Altering Academic Trajectories in Mathematics." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436490.

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Goree, Janeen. "Testing an Intervention to Foster Academic Optimism in Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587170.

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Pang, Weng Ian. "AN EDUCATIONAL INTERVENTION PROGRAM: IMPROVE SELF-EFFICACY ON PREVENTIVE BEHAVIORS OF INTERNET ADDICTION." In 39th International Academic Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.039.035.

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Hongxia, Dai. "APPLYING COMPREHENSIVE NURSING INTERVENTION TO IMPROVE MOTHER’S CONFIDENCE AND BREASTFEEDING RATE IN CHINA*." In 24th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.024.036.

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Kuijpers, Evy, Dorien De Kooij, and Marianne Van Woerkom. "ALIGN YOUR JOB WITH YOU: THE EFFECTS OF A JOB CRAFTING INTERVENTION ON WORK ENGAGEMENT." In 35th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.935.027.

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Foster, Derek, Conor Linehan, and Shaun Lawson. "Effects of group performance feedback and goal-setting in an organisational energy intervention." In the 18th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2676467.2676481.

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Reports on the topic "Academic intervention"

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Cook, Philip, Kenneth Dodge, George Farkas, Roland Fryer, Jonathan Guryan, Jens Ludwig, Susan Mayer, Harold Pollack, and Laurence Steinberg. The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19862.

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Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.

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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.
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Ciapponi, Agustín, and Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics
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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
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Rao, Sumedh. Impact of Non-conflict Interventions on De-escalation of Conflict and Acceptance of Negotiations. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.059.

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There exists is a broad range of academic and grey literature that looks at non-conflict interventions and its impact on de-escalation of conflict and reduction of violence. There seems to be little in relation to the acceptance of negotiations. Of this literature there are a few studies of high quality, that demonstrate a clear connection between the intervention and reduction in violence or conflict. This report focuses on those studies and, in particular, those related to protracted conflict and involving local actors. The report aims to Identify literature which shows how non-conflict (eg. humanitarian, environmental) interventions have impacted on the de-escalation of conflict and acceptance of negotiations with focus on contexts of protracted, multi-actor conflicts and the role of local conflict actors. It entails a detailed summary of these studies, followed by an annotated bibliography of the studies.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.

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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.
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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.

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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.
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Price, Roz. Lessons From Livelihood Interventions that Increase the Resilience of Populations to Droughts in Afghanistan and Other FCAS. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/k4d.2022.012.

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Creating and protecting more resilient rural livelihoods is seen as being key to advancing Afghanistan’s development and improving its reslience to climate change impacts, particularly drought. This rapid review draws on policy and programme information from donor and multi-lateral organisations and some academic literature to identify best practices and lessons learned on interventions to support livelihood resilience (to drought) in Afghanistan. Where possible, final project evaluations were utilised. Some broader recommendations and insights are taken from other fragile and conflict-affected situations (FCAS) and also from resilience and livelihoods interventions in Afghanistan that are not necessarily explicitly linked to dought. This review highlights the prominence of ‘resilience’ in donor interventions, but that there is a continued lack of clarity on how it should be measured or evaluated. This rapid review uses broad search categories and approaches, including database and website searches and snowballing of references. Inclusion and exclusion criteria were developed iteratively, with abstracts and documents assessed to find the most relevant papers. Donor databases were searched for relevant information. Much of the literature identified through this rapid review is donor-based evaluations of projects in Afghanistan. However, many of these evaluations are mainly concerned with project outputs and issues of implementation and process, particularly those relating to routine project monitoring and evaluation in fragile situations. Less robust information was provided on the success/results, appropriateness and lessons learned from the interventions themselves. . This review shows a breadth of resilience and livelihood programming in Afghanistan, especially aimed at agriculture and livestock. It was not possible to explore all the evidence and evaluations identified; priority was given to systematic reviews of multiple interventions and evaluations with clear lessons on intervention success.
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