A critical review of empirical support for trauma-informed approaches in schools and a call for conceptual, empirical and practice integration [0.03%]
批判性回顾学校创伤知情方法的实证支持并呼吁概念、实证和实践整合
Kate R Watson,Ron Avi Astor
Kate R Watson
Interest in trauma-informed approaches in schools is high throughout the US, UK, Australia, Canada and other countries, but the empirical evidence on whole-school responses to trauma is limited. This conceptual and theoretical review explor...
A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses and challenges for 'Progress 8' raised by COVID-19 [0.03%]
英国中学问责制的回顾与评估：“进步8号”在新冠疫情中的统计优势、劣势和挑战
Lucy Prior,John Jerrim,Dave Thomson et al.
Lucy Prior et al.
School performance measures are published annually in England to hold schools to account and to support parental school choice. This article reviews and evaluates the 'Progress 8' secondary school accountability system for state-funded scho...
School-based interventions for preventing dating and relationship violence and gender-based violence: A systematic review and synthesis of theories of change [0.03%]
基于学校的预防 Dating 和关系暴力及性别暴力的干预措施：理论变化的系统评价与综合分析
Noreen Orr,Annah Chollet,Andrew J Rizzo et al.
Noreen Orr et al.
School-based interventions for preventing dating and relationship violence (DRV) and gender-based violence (GBV) are an important way of attempting to prevent and reduce the significant amount of DRV and GBV that occurs in schools. A theore...