Realist review to understand the efficacy of school feeding programmes  

Oleh:

Greenhalgh, Trisha ; Kristjansson, Elizabeth ; Robinson, Viviane

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Medical Journal (keterangan: ada di Proquest) vol. 335 no. 7625 (Oct. 2007), page 858.

Ketersediaan

Perpustakaan FK Nomor Panggil: B16.K.2007.02 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Our Cochrane review of school feeding programmes in disadvantaged children included trials from five continents and spanned eight decades.1 Although we found that the programmes have significant positive effects on growth and cognitive performance, the trials had many different designs and were implemented in varying social contexts and educational systems; by staff with different backgrounds, skills, and cultural beliefs; and with huge variation in the prevailing social, economic, and political context. Simply knowing that feeding programmes work is not enough for policymakers to decide on the type of intervention that should be implemented. We therefore looked at the trials more closely to determine the aspects that determine success and failure in various situations. Review methods We analysed the 18 studies (reported in 29 articles) included in our Cochrane review2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 using the methods of a realist review. Realist review exposes and articulates the mechanisms by which the primary studies assumed the interventions to . . .

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