School-Based Interventions for Reducing Disciplinary School Exclusion: A Systematic Review. Campbell Systematic Reviews 2018:1

Autor/inn/en	Valdebenito, Sara; Eisner, Manuel; Farrington, David P.; Ttofi, Maria M.; Sutherland, Alex
Institution	Campbell Collaboration
Titel	School-Based Interventions for Reducing Disciplinary School Exclusion: A Systematic Review. Campbell Systematic Reviews 2018:1
Quelle	(2018), (219 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1891-1803
Schlagwörter	Quantitative Daten; Foreign Countries; Discipline; Suspension; Behavior Problems; Student Behavior; Expulsion; Program Effectiveness; Intervention; Discipline Problems; Skill Development; Elementary Secondary Education; United States; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Disziplin; Ausschluss; Schulausschluss; Student behaviour; Schülerverhalten; Relegation; Kompetenzentwicklung; Qualifikationsentwicklung; USA; Großbritannien
Abstract	This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. The evidence suggests that school-based interventions are effective at reducing school exclusion immediately after, and for a few months after, the intervention. Some specific types of interventions show more promising and stable results than others, namely those involving mentoring/monitoring and those targeting skills training for teachers. Implications for policy, research, and practice arising from the results of this study are discussed. [A list of references to studies included in the study, studies that were excluded, journal articles, studies awaiting classification, and additional studies is provided.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01