Search results for: Meta-analysis
Page 2/3 30 items
The authors discuss the 19 individual studies included in chapter 4 of the report of the National Early Literacy Panel (NELP). The authors offer more nuanced conclusions than the report’s authors do. The authors also emphasize the need for more comprehensive approaches to shared story reading in preschool than those found in the studies available to the NELP for its meta-analysis.
Updated: Jul. 05, 2011
In this article, the authors discuss policy and practice relevant to teacher education and professional experience programs in Australia. The authors provide a meta-analysis of current major trends in Australian educational reform and the implications of an 'education revolution' for professional experience. The paper maps and explores broadly key education agendas of 'productivity, participation and quality'. In relation to these agendas, significant policy trends are identified under the headings of partnerships, preparation and professional learning. Furthermore, the implications of each policy trend for the field of teacher education and professional experience are explored.
Updated: Mar. 17, 2011
The present systematic review of algebra instructional improvement strategies identified 82 relevant studies with 109 independent effect sizes representing a sample of 22,424 students. Five categories of improvement strategies emerged: technology curricula, nontechnology curricula, instructional strategies, manipulatives, and technology tools. All five of these strategies yielded positive, statistically significant results.
Updated: Feb. 24, 2011
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Updated: Feb. 21, 2011
Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics
A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades and GPA. These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance. Implications for theoretical frameworks of student academic performance and educational policy are discussed.
Updated: Nov. 10, 2010
The current study uses meta-analysis to examine the relationship between college diversity experiences and cognitive development systematically. The findings suggest that several types of diversity experiences are positively related to several cognitive outcomes. However, the magnitude of the effect varies substantially depending on the type of diversity experience, the type of cognitive outcome, and the study design. Implications for future research and practice are discussed.
Updated: Jun. 29, 2010
There is much current interest in the impact of early childhood education programs on preschoolers and, in particular, on the magnitude of cognitive and affective gains. To address this issue, a meta-analysis was conducted for the purpose of synthesizing the outcomes of comparative studies in this area. Consistent with the accrued research base on the effects of preschool education, significant effects were found in this study for children who attend a preschool program prior to entering kindergarten. Although the largest effect sizes were observed for cognitive outcomes, a preschool education was also found to impact children's social skills and school progress.
Updated: May. 25, 2010
Teachers' verbal ability has been thought to predict student achievement ever since the relationship was found in the classic Equality of Educational Opportunity (EEO) study by Coleman et al. By way of meta-analysis the authors examine the evidence on the power of teachers' verbal ability as a predictor of school outcomes. The findings indicate that teacher verbal ability is not the strongest predictor of students' academic achievement.
Updated: May. 09, 2010
A Teacher Educator's Professional Learning Journey and Border Pedagogy: A Meta-Analysis of Five Research Projects
In this article, the author examines her own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of their professional learning and border pedagogy. The author played a key role in each project and offer an 'insider' perspective through an autobiographical narrative based on self-study. Each project involved crossing a border between professional knowledge contexts, and explores the 'journey' metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning 'journey'. The benefits of border-crossing for professional learning are then discussed.
Updated: Apr. 11, 2010
The purpose of this article is to provide a quantitative synthesis of the empirical literature comparing adults with reading disabilities (RD) and adults without RD across an array of intellectual, academic, cognitive, vocational, and life-adjustment measures. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis yielding 776 effect sizes (ESs). The results revealed that adults with RD varied substantially in ESs from adults without RD on the classification measures (reading comprehension, reading recognition, verbal intelligence).
Updated: Feb. 21, 2010