Making the most of summer school: a meta-analytic and narrative review.
Making the most of summer school: a meta-analytic and narrative review.
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充分利用暑期学校：元分析和叙述回顾。
DOI：
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发表时间：
2000
影响因子：
9.5
通讯作者：
Laura Muhlenbruck
中科院分区：
文献类型：
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作者：
H. Cooper;K. Charlton;J. Valentine;Laura Muhlenbruck
暑期学校为学生，家庭，教育工作者和社区提供多种目的。目前对暑期课程的需求是由美国家庭的变化和对具有全球竞争力并体现更高学术标准的教育体系的呼吁所驱动的。一项研究综合报告，采用元分析和叙事程序，整合93暑期学校的评价结果。结果显示，暑期课程侧重于补救或加速学习或其他目标对参与者的知识和技能有积极的影响。虽然所有学生都从暑期学校中受益，但来自中产阶级家庭的学生比来自弱势家庭的学生表现出更大的积极影响。当补救方案相对较小且教学个性化时，补救方案的效果更大。补习项目对数学的积极影响可能比对阅读的积极影响更大。要求家长参与似乎也与更有效的方案有关。所有年级的学生都从暑期补习班中受益，但最低年级和中学的学生受益最大。这些和其他调查结果进行检查，为未来的研究，公共政策和暑期项目的实施，他们的影响。根据这些结果，我们对政策制定者的建议是，暑期课程（a）包含旨在教授数学和阅读的实质性内容，（B）包括严格的评估，但也（c）允许地方控制课程和交付系统。应拨出资金，以促进参与夏季方案，特别是在处境不利的青年。计划实施者应（a）开始夏季计划规划在今年早些时候，（b）争取跨年的人员配置和方案的连续性，（c）利用暑期学校与暑期工作人员的发展机会，以及（d）开始整合暑期学校的经验与那些发生在正常学年。
Summer schools serve multiple purposes for students, families, educators, and communities. The current need for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. A research synthesis is reported that used both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer school. Results revealed that summer programs focusing on remedial or accelerated learning or other goals have a positive impact on the knowledge and skills of participants. Although all students benefit from summer school, students from middle-class homes show larger positive effects than students from disadvantaged homes. Remedial programs have larger effects when the program is relatively small and when instruction is individualized. Remedial programs may have more positive effects on math than on reading. Requiring parent involvement also appears related to more effective programs. Students at all grade levels benefit from remedial summer school, but students in the earliest grades and in secondary school may benefit most. These and other findings are examined for their implications for future research, public policy, and the implementation of summer programs. Based on these results, our recommendations to policy makers are that summer programs (a) contain substantial components aimed at teaching math and reading and (b) include rigorous evaluations, but also (c) permit local control of curricula and delivery systems. Funds should be set aside to foster participation in summer programs, especially among disadvantaged youth. Program implementers should (a) begin summer program planning earlier in the year, (b) strive for continuity of staffing and programs across years, (c) use summer school in conjunction with summer staff development opportunities, and (d) begin integrating summer school experiences with those that occur during the regular school year.