Ann Lendrum
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View article: The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT
The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT Open
Background Universal, school-based behaviour management interventions can produce meaningful improvements in children’s behaviour and other outcomes. However, the UK evidence base for these remains limited. Objective The objective of this …
View article: Beyond “what works”: A mixed‐methods study of intervention effect modifiers in the Good Behavior Game
Beyond “what works”: A mixed‐methods study of intervention effect modifiers in the Good Behavior Game Open
This mixed‐methods study examines two moderators of the impact of the Good Behavior Game—implementation variability, participant risk status, and the interaction between them—as predictors of behavioral and academic outcomes. Quantitative …
View article: The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT
The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT Open
Background Universal social and emotional learning interventions can produce significant practical improvements in children’s social skills and other outcomes. However, the UK evidence base remains limited. Objectives To investigate the im…
View article: Teacher engagement with research
Teacher engagement with research Open
This collaborative project involves a team across Manchester Institute of Education (MIE), University of Manchester. There is an increasing focus on evidence based practice in education and this requires teachers and professionals in educa…
View article: Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum
Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum Open
Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess th…