A First Examination of the Role of International Child Development Programme in School Achievement.

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Autor/Urheber	Berggren, Lilian; Lindberg, Lene; Glatz, Terese; Skoog, Therese
Institution	Örebro universitet, Institutionen för juridik, psykologi och socialt arbete; Department of Public Health Sciences Karolinska Institutet & Center for Epidemiology and Community Medicine, Stockholm County Council, Karolinska Institutet, Stockholm, Sweden; Department of Psychology, University of Gothenburg, Göteborg, Sweden
Titel	A First Examination of the Role of International Child Development Programme in School Achievement.
Quelle	In: Scandinavian Journal of Educational Research, 0031-3831, 2020; doi:10.1080/00313831.2019.1705898(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1080/00313831.2019.1705898
Schlagwörter	ICDP; school; teacher-student relationship; school achievement; intervention; Psychology; Psykologi; Pedagogical Work; Pedagogiskt arbete
Abstract	The aim of this study was to explore whether the classroomi mplementation of the International Child Development Programme (ICDP) for secondary school students (grade 9) was linked to better school achievement. The goal of the ICDP is to increase school achievement by promoting positive teacher-student relationships. The study, performed in Sweden, applied a pre–post design (four years) with matched intervention and control schools (N = 148). The post-intervention assessments showed that there were significant differences in school achievement in Grade 9 between the intervention school andthe control school. Specifically, a greater proportion of students at the intervention school demonstrated improvement in school subjects and achieved the competency requirements to enter an upper secondary school programme. Based on the results, the ICDP can be considered an important intervention to promote student learning by promoting positive teacher-student relationships.
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