The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-DSC-05e

Bibliographic reference :
Christenson, S.L., Sinclair, M.F., Lehr, C.A., & Godber, Y. (2001). Promoting Successful School Completion: Critical Conceptual and Methodological Guidelines. School Psychology Quarterly, 16(4), 468-484.

Abstract :

Authors’ Objectives
Christenson and her team attempt to identify the main conceptual and theoretical aspects to considerer upon assessing prevention and intervention programs aimed at fostering academic achievement and graduation among young people. These authors see school dropout as a complex, multidimensional process. In this article, they present a brief overview of predictors of this problem.

Conceptual Basis
Implementing effective interventions requires conceptual clarity in terms of theoretical intervention orientations, identification of targeted populations and definitions of program concepts by clearly defining the terms “affiliation”, “participation”, “identification” and “social bond” with the school environment.

Basic Methodology
In this article, fifteen intervention studies were selected on the basis of rigorous methodological criteria such as scope and statistical value of effects, cost/benefit ratio, temporal scope of program effects, assessment model, independent assessments, program replication, replication of similar programs, external explanations, internal consistency and large-scale replication of programs.

General Recommendations
Following an in-depth analysis of the fifteen studies chosen according to the established methodological criteria, the authors set forth two general recommendations. First, more interventions should be implemented and assessed, all the while taking into account their acceptance, integrity and effect. The criteria presented in this text should not only be systematically applied but serve as guides in developing interventions. Second, these interventions should be adapted to the contextual needs of school environments by using information based on students’ school experience. Psychologists and school professionals must be directly involved in the creation and implementation of such programs.

Links :
This journal is also available in electronic format.

Key Words :
Theoretical Approach, Conceptual Approach, Methodological Approach, Prevention, Intervention, School Engagement, Assessment Criteria, Risk Factors, Primary School, Elementary School, Secondary/High School

Monitored Countries :
United States