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A systematic review of school-based interventions in high risk schools
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613505332445184 |
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| access_status_str | Open Access |
| author2 | Ebersohn, L. (Liesel) |
| author_browse | Ebersohn, L. (Liesel) |
| author_facet | Ebersohn, L. (Liesel) |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67844 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:12.912Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/67844 A systematic review of school-based interventions in high risk schools Ebersohn, L. (Liesel) nkoanab@gmail.com Nkoana, Leah Nabongwe Unrestricted UCTD School-based interventions Systematic review Learning support Study orientation Career counselling Health promotion Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2017. This study is a systematic review of school-based interventions in high risk schools in Southern African context that make schools enabling spaces, and enhance young people’s positive educational psychology outcomes (socioemotional competence, learning support, study orientation, career counselling and family support). I used resilience theory as theoretical lens and post-positivism as meta-theory. Search terms relating to school-based interventions (Southern Africa AND school-based, intervention AND/OR primary OR high schools, AND/OR academic achievement OR vocational guidance) and educational psychology outcomes were used to sample intervention studies through electronic database searches, by hand and via networks within a research group. Predetermined criteria for inclusion or exclusion were used during screening with 440 articles matching criteria (i.e. published between 2007 and 2017; Southern African; school-based; primary or secondary schools; resource constrained; rural and urban settings). Of the identified studies, 41 met the criteria and were sampled for inclusion. The specific review protocol used for coding was the PICOC model (population, intervention, comparison, outcomes and context). It was evident that, as is the case globally, samples usually include high school students from urban schools. There is a high frequency of studies of this nature in the Western Cape and a paucity of studies in the Northern Cape. There was a prevalence of studies targeting socioemotional competence for especially objective health and well-being. Studies showed positive educational psychology outcomes for socio-emotional competence (bullying prevention, positive social adjustment for those affected by divorce, healthy lifestyles (eating, exercise, leisure), preventing substance abuse, sexuality education, rights-based psychosocial support to teachers and young people); learning support (reading, comprehension and self-regulation), study orientation (positive attitude towards learning and academic self-efficacy); career counselling (career adaptability and career knowledge). The data was silent on school-based interventions targeting family support outcomes. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2018-12-05T08:05:26Z 2018-12-05T08:05:26Z 2009/07/18 2017 Dissertation Nkoana, LN 2017, A systematic review of school-based interventions in high risk schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67844> S2018 http://hdl.handle.net/2263/67844 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Unrestricted UCTD School-based interventions Systematic review Learning support Study orientation Career counselling Health promotion Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 A systematic review of school-based interventions in high risk schools |
| title | A systematic review of school-based interventions in high risk schools |
| title_full | A systematic review of school-based interventions in high risk schools |
| title_fullStr | A systematic review of school-based interventions in high risk schools |
| title_full_unstemmed | A systematic review of school-based interventions in high risk schools |
| title_short | A systematic review of school-based interventions in high risk schools |
| title_sort | systematic review of school based interventions in high risk schools |
| topic | Unrestricted UCTD School-based interventions Systematic review Learning support Study orientation Career counselling Health promotion Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/67844 |