Three theoretical perspectives characterising targeted academic interventions: social learning, cognitive developmental, and pedagogical theory¶

Theory · All theories
Evidence · 5 claims (5 for) · 2 studies (2 quant-synthesis), q3 · 1 of 2 report an effect size · 5 claims rest on one study

Description¶

The review organises the theoretical background of included interventions into three superordinate components: adaptation of behaviour (social learning theory), individual cognitive learning (cognitive developmental theory), and alteration of the social learning environment (pedagogical theory). It states that "it is therefore not possible to specify one particular theory of change or one theoretical framework for this review" and that the perspectives "contain some conceptual overlap". Many interventions, such as tutoring and peer-assisted instruction, combine all three perspectives.

Design Implications¶

Context¶

Requirements¶

• Interventions are classified by which of the three perspectives their mechanisms draw on; the review notes the presentation is not exhaustive
• Interventions are assumed to work through one or more of these mechanisms; the review notes the perspectives contain some conceptual overlap and are not all-encompassing

Constraints¶

• The review states the three perspectives are not exhaustive and contain conceptual overlap; no single theory of change covers the included interventions
• The review states it is not possible to specify one particular theory of change or one theoretical framework for this review, given the diversity of interventions

Target Learners¶

• Students in Grades K-6 with or at risk of academic difficulties
• Students in Grades 7–12 with or at risk of academic difficulties in regular schools

Target Learning Objectives¶

• Improving reading and mathematics achievement on standardised tests
• Improved academic achievement on standardised tests in reading and mathematics

Claims¶

• Peer-assisted instruction and small-group instruction by adults have large, robust short-term effect sizes for K-6 struggling students [+M]
• In adjusted meta-regressions, peer-assisted and small-group instruction outperform computer-assisted instruction, coaching, incentives, and progress monitoring [+M]
• Substantial unexplained heterogeneity characterises short-term effects of targeted K-6 interventions [+M]
• Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout [+M]
• Targeted Secondary Interventions Positive Short Run Effects [+M]

Related Theories¶

• Individual- and school-level theories of change for exclusion-reduction interventions

Examples¶

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Key Sources¶

• Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1152
• Dietrichson J, Filges T, Klokker RH, Viinholt BCA, Bøg M, Jensen UH. (2020). Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1081