混合方法系统审查:使用文化有效性评估来评估土著学生的预防计划
Lora Henderson Smith1, Lisa N Aguilar2, Kate Joshua3
1University of Virginia, School of Education and Human Development, Charlottesville, VA, United States.
Journal of school psychology
|December 22, 2024
概括
文化相关的学校课程显示了土著学生的积极结果. 在各种研究设计和适应水平上,有效性是一致的,突出显示了文化联系的重要性.
科学领域:
- 公共卫生 公共卫生
- 教育教育教育教育教育教育.
- 土著研究土著研究.
背景情况:
- 基于学校的预防计划可以恢复原住民的文化联系,这些文化联系被美国的历史和系统力量所损害.
- 在综合文献中,关于这些计划对土著学生的有效性存在很大的差距.
研究的目的:
- 进行混合方法的系统审查,评估学校为土著学生提供的预防计划.
- 评估土著研究方法的使用情况,并检查这些计划的文化和社区有效性.
主要方法:
- 2010年至2022年间发表的36篇手稿 (28项干预) 的系统审查,包括定量,定性和混合方法研究.
- 使用混合方法评估工具和RCT评估工具进行质量评估.
- 通过有目的的参与和故意的特权来评估文化有效性.
主要成果:
- 大多数研究报告了积极的干预结果.
- 根据研究设计 (定量,定性,混合方法) 或干预适应水平 (文化基础,适应或主流) 的有效性没有显著变化.
结论:
- 以文化为基础的学校预防计划对土著学生证明了其有效性.
- 混合方法方法对于理解文化和身份背景下的干预有效性至关重要.
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