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Zid Mancenido – Review of Educational Research, 2024
Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher…
Descriptors: Teacher Education, Educational Research, Program Evaluation, Validity
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Sam Sims; Harry Fletcher-Wood; Alison O'Mara-Eves; Sarah Cottingham; Claire Stansfield; Josh Goodrich; Jo Van Herwegen; Jake Anders – Review of Educational Research, 2025
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or…
Descriptors: Faculty Development, Theories, Educational Change, Teacher Motivation
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Mansi Wadhwa; Jingwen Zheng; Thomas D. Cook – Review of Educational Research, 2024
Clearinghouses set standards of scientific quality to vet existing research to determine how "evidence-based" an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently[underlined] they rate the same program, and to probe why their judgments differ. All the…
Descriptors: Clearinghouses, Standards, Evaluation Criteria, Reliability
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Bredow, Carrie A.; Roehling, Patricia V.; Knorp, Alexandra J.; Sweet, Andrea M. – Review of Educational Research, 2021
Although flipped classroom pedagogies have been widely touted for their ability to foster diverse 21st-century learning objectives, previous syntheses of flipped learning have focused almost exclusively on outcomes related to academic achievement. Using data from 317 studies, our research addresses this deficit by providing a comprehensive…
Descriptors: Flipped Classroom, Higher Education, Program Effectiveness, Context Effect
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Kulik, James A.; Fletcher, J. D. – Review of Educational Research, 2016
This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in…
Descriptors: Intelligent Tutoring Systems, Meta Analysis, Computer Assisted Instruction, Statistical Analysis
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Kraft, Matthew A.; Blazar, David; Hogan, Dylan – Review of Educational Research, 2018
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers' instructional practice and students' academic achievement. Combining results across 60 studies that…
Descriptors: Coaching (Performance), Faculty Development, Meta Analysis, Teacher Competencies
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Freeman, Jennifer; Simonsen, Brandi – Review of Educational Research, 2015
The purpose of this literature review is to systematically examine policy and practice intervention research and assess the impact of those interventions on high school dropout and school completion rates. This systematic review extends the literature by (a) describing both policy and practice interventions, (b) synthesizing findings from…
Descriptors: Dropout Rate, Graduation Rate, Educational Policy, Educational Practices
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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
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Surr, Claire A.; Gates, Cara; Irving, Donna; Oyebode, Jan; Smith, Sarah Jane; Parveen, Sahdia; Drury, Michelle; Dennison, Alison – Review of Educational Research, 2017
Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick's return on investment model was applied. One…
Descriptors: Dementia, Program Effectiveness, Guidelines, Health Services
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Lazowski, Rory A.; Hulleman, Chris S. – Review of Educational Research, 2016
This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our…
Descriptors: Student Motivation, Intervention, Meta Analysis, Effect Size
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Permzadian, Vahe; Credé, Marcus – Review of Educational Research, 2016
We review the effectiveness of first-year seminars based on the widely used criteria of first-year grades and the 1-year retention rate. Meta-analytic results indicate that first-year seminars have a small average effect on both first-year grades (k = 89, N = 52,406, d = 0.02) and the 1-year retention rate (k = 195, N = 169,666, d = 0.11). We…
Descriptors: College Freshmen, First Year Seminars, Program Effectiveness, Grades (Scholastic)
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Kennedy, Mary M. – Review of Educational Research, 2016
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the…
Descriptors: Teacher Improvement, Research Design, Program Effectiveness, Teacher Effectiveness
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Reljic, Gabrijela; Ferring, Dieter; Martin, Romain – Review of Educational Research, 2015
The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only 7 meeting…
Descriptors: Meta Analysis, Language Minorities, Bilingual Education, Foreign Countries
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Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone – Review of Educational Research, 2016
This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…
Descriptors: Meta Analysis, Classroom Techniques, Social Development, Emotional Development
Gershenfeld, Susan – Review of Educational Research, 2014
This review summarizes published studies on undergraduate mentoring programs from 2008 to 2012. Twenty studies met the inclusion criteria, which included empirical research on formal mentoring programs with undergraduate students as mentees or mentors. Each study was assessed based on limitations identified in two earlier reviews of the mentoring…
Descriptors: Literature Reviews, Mentors, Undergraduate Students, Program Effectiveness
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