A meta-analysis of school-based interventions for middle schoolers: Academic, behavioral, and social outcomes
Abstract
The first hypothesis for this study was that school-based interventions focused on reducing aggressive behavior and increasing academic achievement and social competence are likely to have positive program effects for middle schoolers. The second hypothesis was that larger program effects would be associated with the representation of one or more Turning Points (Carnegie Council on Adolescent Development, 1989; Jackson & Davis, 2000) best practices. The first hypothesis was supported by the finding that overall these school-based interventions demonstrate a positive mean effect, d = .178 that is considered practically significant. Inferential analyses revealed social competence interventions demonstrated the largest effects when controlling for methodological characteristics. This relationship was strengthened by universal program format. The school-based interventions were not using all of the eight best practices which contribute to improved outcomes for middle schoolers.
Subject Area
Educational psychology|Developmental psychology|Quantitative psychology
Recommended Citation
Grant, Tameeka A, "A meta-analysis of school-based interventions for middle schoolers: Academic, behavioral, and social outcomes" (2012). ETD Collection for Fordham University. AAI3542750.
https://research.library.fordham.edu/dissertations/AAI3542750
