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Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations
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Ganimian, Alejandro J.; Murnane, Richard J. – Review of Educational Research, 2016
In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational…
Descriptors: Educational Improvement, Developing Nations, Outcomes of Education, Intervention
Professional Development for Technology-Enhanced Inquiry Science
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Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C. – Review of Educational Research, 2011
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…
Descriptors: Evidence, Constructivism (Learning), Elementary Secondary Education, Teaching Methods
Does Research Support Claims about the Benefits of Involving Parents in Early Intervention Programs?
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White, Karl R.; And Others – Review of Educational Research, 1992
An analysis of evidence from several reviews of research on the benefits of involving parents in early intervention programs shows no convincing evidence that involvement of parents in previous early intervention research studies results in more effective outcomes. Suggestions are made for future research and practice. (SLD)
Descriptors: At Risk Persons, Compensatory Education, Early Intervention, Literature Reviews