学校干预计划对学生和教师学校氛围感知影响的系统评价

IF 1.4 3区心理学 Q3 EDUCATION, SPECIAL

Journal of Positive Behavior Interventions Pub Date : 2020-07-25 DOI:10.1177/1098300720940168

Cade T. Charlton, Sara E. Moulton, Christian V. Sabey, R. West

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引用次数: 37

摘要

一个安全、有支持性的学校氛围对学校的有效性至关重要。不幸的是，将积极的学校氛围与关键的学生成绩联系起来的研究很少对学校氛围文献进行系统综述，也没有对改善学校氛围的干预措施的效果进行综述。这篇综述考察了18项实验研究的方法论质量和结果，这些研究评估了学校范围内的干预措施对教师和学生对学校氛围的看法的影响。每项研究都根据方法的质量和对学校氛围的影响程度进行了评分。结果表明，25篇文章中只有3篇被认为在方法上是合理的。估计教师对学校氛围感知差异的效应大小在-0.29到1.69之间，而学生感知差异的影响大小在0.03到1.93之间。对学校范围内积极行为干预和支持（SWPBIS）以及社会和情感学习（SEL）干预效果的研究在方法上是最合理的，并且与最高的效果大小相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate

A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.

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来源期刊

Journal of Positive Behavior Interventions Multiple-

CiteScore

4.90

自引率

14.30%

发文量

期刊介绍： ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.