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Evidence-based Interventions Using Home-school Collaboration


File number :
PPEE-CEFC-12e

Bibliographic reference :
Cox, D.D. (2005). Evidence-based Interventions Using Home-school Collaboration. School Psychology Quarterly, 20(4), 473-497.

Abstract :

Home-school cooperation is recognized by researchers as well as educational policy-makers as a factor conducive to students’ social development and academic achievement. The importance of using proven effective interventions in educational settings is also acknowledged. Therefore, it seemed necessary to review the effectiveness of interventions aimed at home-school cooperation (two-way exchange of information and joint involvement of parents and school staff in educating children).

Methodology
A total of 18 studies assessing cooperative interventions (preventive or remedial) were selected from scholarly journals covering the 1980-2002 period. Each study was assessed based on guidelines outlined in the Procedural and Coding Manual for Review of Evidence-based Interventions developed by the American Psychological Associations’ Division 16 Task Force (e.g., quality of experimental design).

A description of components targeted by the intervention (e.g., improvement in academic results, behaviour in class or school climate), the intervention in question, participant characteristics, results obtained, and methodological characteristics was provided for each study.

Methodological Quality and Intervention Effects
The studies reviewed varied widely in terms of methodological quality. Limits included the validity and reliability of measures used, while areas of methodological strong points included use of a control group and stringent observation of the protocol on implementing the intervention.

The scope of the effects of the intervention on target behaviour for each study was also discussed in this review. Several home-school cooperation interventions that were analyzed proved effective or promising in helping students exhibiting learning or behavioural problems. Among the 18 studies, there were three worth particular mention, given the methodological rigour and noteworthy effects of the intervention they highlighted.

The first study deals with an intervention aimed at enhancing the interest and achievement of students, more particularly minority students, in reading. The second deals with an intervention aimed at reducing student behavioural problems. Lastly, the third involves an intervention aimed at improving the quality of class work.

Conclusion
This analysis confirmed that interventions promoting home-school cooperation can result in positive change in academic achievement and behaviour at school.

Interventions involving parents and school staff working together in implementing intervention and two-way exchange of information (school-to-home and vice versa) proved the most effective. Nonetheless, interventions promoting one-way communication (school-to-home) can also be effective, in addition to being easier to implement. Interventions promoting cooperation are as promising when schools work jointly with parents, in addition to maintaining relationships on equal terms with them.

The author of this article pointed out that most interventions identified were conducted with underprivileged and African-American students. More studies are required before reaching a conclusion as to the effectiveness of these interventions implemented with more diversified student and family populations.

The positive outcomes of this review more specifically concern interventions directed at sub-groups of at-risk students or students with particular problems. Results were more mixed in the case of interventions meant for all students at school. Lastly, the author emphasized the importance of considering contextual factors characterizing the school setting in which intervention is to take place.



Links :
This journal is also available in electronic format. Publisher’s Website address: http://education.indiana.edu/~div16/index.html"

Key Words :
Effective Interventions, Joint Involvement, Exchange of Information, Methodological Quality, Disadvantaged Areas, Ethnicity, At-risk Students, Contextual Factors, Newsletter11

Monitored Countries :
United States