The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using…

The effectiveness of traditional face-to-face labs versus non-traditional online, remote, or distance labs is difficult to assess due to the lack of continuity in the literature between terminology, standard evaluation metrics, and the use of a wide variety non-traditional laboratory experience for online courses. This narrative review presents a…

In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on…

Summarizes the results of five studies dealing with screen design for computer-based instruction (CBI) and provides suggestions for their application as well as future directions for research. Chunking, text density, and screen density are discussed as variables in screen design, and current research is described. (33 references) (LRW)

This examination of computer-assisted instruction (CAI) covers early predictions concerning CAI, the variables that have been addressed by CAI research, guidance in identifying the effectiveness of CAI, and future directions for CAI in education. (MER)

Focusing on the achievement and motivational effects of analogies of varying enrichment levels when used with abstract, unfamiliar, and difficult content, this study examined their effects on instruction at the recall and application levels using content consisting of both concepts and principles. The subjects were 123 eighth-grade science…

This meta analysis of 101 studies of computer-based education in colleges highlights examination performance, student attitudes toward instruction and computers, the relationship of publication source to study outcome, and time needed for instruction. One hundred twenty-one references are listed. (Author/LRW)