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On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature between 2001 and 2010
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Dawson, Phillip; van der Meer, Jacques; Skalicky, Jane; Cowley, Kym – Review of Educational Research, 2014
Supplemental instruction (SI)--variously known as peer-assisted learning, peer-assisted study sessions, and other names--is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of…
Descriptors: Supplementary Education, Program Effectiveness, Literature Reviews, Peer Teaching
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
Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students
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Lauer, Patricia A.; Akiba, Motoko; Wilkerson, Stephanie B.; Apthorp, Helen S.; Snow, David; Martin-Glenn, Mya L. – Review of Educational Research, 2006
Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in…
Descriptors: Program Effectiveness, High Risk Students, Summer Schools, Effect Size
A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education.
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Willig, Ann C. – Review of Educational Research, 1985
Meta analysis results were compared with a traditional review of bilingual education program effectiveness. When controlled for methodological inadequacies, participation in bilingual education programs consistently produced differences favoring bilingual education. The methodological inadequacies in the synthesized studies highlights the need for…
Descriptors: Academic Achievement, Bilingual Education Programs, Comparative Analysis, Educational Research