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Are Metacognition Interventions in Young Children Effective? Evidence from a Series of Meta-Analyses
Janina Eberhart; Franziska Schäfer; Donna Bryce – Metacognition and Learning, 2025
A metacognitive learner acts in a planful way, monitors their progress, flexibly adapts their strategies, and reflects on their learning. Unsurprisingly, a metacognitive approach to learning is an important predictor of children's academic performance and many attempts have been made to promote metacognition in young children. The current…
Descriptors: Metacognition, Intervention, Meta Analysis, Young Children
Linxuan Yi; Di Liu; Tiancheng Jiang; Yucheng Xian – International Journal of Science and Mathematics Education, 2025
Artificial intelligence (AI) shows increasing potential to improve mathematics instruction, yet integrative quantitative evidence currently is lacking on its overall effectiveness and factors influencing success. This systematic review and meta-analysis investigate the effectiveness of AI on improving mathematics performance in K-12 classrooms…
Descriptors: Program Effectiveness, Artificial Intelligence, Technology Uses in Education, Elementary School Students
Kong, Jennifer E.; Yan, Christy; Serceki, Allison; Swanson, H. Lee – Learning Disability Quarterly, 2021
This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving…
Descriptors: Word Problems (Mathematics), Problem Solving, Intervention, Elementary School Students
Filderman, Marissa J.; Austin, Christy R.; Boucher, Alexis N.; O'Donnell, Katherine; Swanson, Elizabeth A. – Exceptional Children, 2022
Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate…
Descriptors: Meta Analysis, Reading Comprehension, Intervention, Reading Achievement
Dongkuk Lee; Hyuksoo Kwon – Education and Information Technologies, 2024
This study aimed to integrate the results of prior studies on the effectiveness of AI education in K-12 Korean classrooms to draw systematic and comprehensive conclusions. To achieve this goal, a review of 64 studies on AI education in Korea that were conducted from 2019 to 2023 was subjected to a meta-analysis. The total effect size of AI…
Descriptors: Meta Analysis, Artificial Intelligence, Elementary School Students, Secondary School Students
Bakken, Randi Karine; Naess, Kari-Anne B.; Lemons, Christopher J.; Hjetland, Hanne Naess – Education Sciences, 2021
Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4-19 with disorders of ID using randomized controlled trials (RCTs) and…
Descriptors: Literature Reviews, Meta Analysis, Reading Instruction, Writing Instruction
Campbell Collaboration, 2020
This Campbell systematic review examines the effects of targeted school-based interventions on standardised tests in reading and maths. The review analyses evidence from 71 studies, 52 of which are randomised controlled trials. School-based interventions targeting students with, or at risk of, academic difficulties in Grades 7-12 have on average…
Descriptors: Intervention, Reading Achievement, Mathematics Achievement, At Risk Students
Alyson Collins; Stephen Ciullo; Steve Graham; Joong won Lee – Society for Research on Educational Effectiveness, 2024
Background/Context: Many students in the United States need access to effective writing instruction, with some requiring intensive intervention. Results from the National Assessment of Education Progress (NAEP) in writing over the past 25 years revealed that most students in the U.S. have yet to attain a proficient level of written expression…
Descriptors: Program Effectiveness, Writing Instruction, Elementary School Students, Intervention
Tenenbaum, Harriet R.; Winstone, Naomi E.; Leman, Patrick J.; Avery, Rachel E. – Journal of Educational Psychology, 2020
Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial for children's and adolescents' learning. Yet, we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into…
Descriptors: Peer Relationship, Peer Influence, Cooperative Learning, Elementary School Students
Iancu, Alina Eugenia; Rusu, Andrei; Maroiu, Cristina; Pacurar, Roxana; Maricu?oiu, Lauren?iu P. – Educational Psychology Review, 2018
We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the…
Descriptors: Teacher Burnout, Meta Analysis, Intervention, Program Effectiveness
Sims, Sam; Fletcher-Wood, Harry; O'Mara-Eves, Alison; Cottingham, Sarah; Stansfield, Claire; Van Herwegen, Jo; Anders, Jake – Education Endowment Foundation, 2021
Teachers have an important influence on pupils' academic progress, yet the quality of teaching varies widely. Policymakers, school leaders, and teacher educators therefore face the challenge of designing and commissioning professional development (PD) to help all their teachers become as effective as the best teachers. In the last two decades, a…
Descriptors: Teacher Effectiveness, Faculty Development, Program Design, Educational Quality
Donna Cross; Kevin C. Runions; Therese Shaw; Janice W. Y. Wong; Marilyn Campbell; Natasha Pearce; Sharyn Burns; Leanne Lester; Amy Barnes; Ken Resnicow – International Journal of Bullying Prevention, 2019
Peer bullying in schools is a significant public health problem that contributes to poor health and wellbeing outcomes for those who bully or are bullied. Meta-analyses of the efficacy of secondary school bullying prevention interventions have typically found no effects or an increase in student bullying. Consequently, few secondary school studies…
Descriptors: Bullying, Prevention, Intervention, Secondary School Students
Rios, Joseph A.; Ihlenfeldt, Samuel D.; Chavez, Carlos – Educational Measurement: Issues and Practice, 2020
The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3-8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we…
Descriptors: Testing Accommodations, English Language Learners, Program Effectiveness, Evidence Based Practice
Pellegrini, Marta; Lake, Cynthia; Neitzel, Amanda; Slavin, Robert E. – Center for Research and Reform in Education, 2020
This article reviews research on the achievement outcomes of elementary mathematics programs. 85 rigorous experimental studies evaluated 64 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs. Positive outcomes were seen in studies focused on professional development for…
Descriptors: Elementary School Mathematics, Elementary School Teachers, Mathematics Teachers, Tutoring
Fitzpatrick, Dan – Middle Grades Research Journal, 2018
In this meta-analysis, I have reviewed published and unpublished research on single-track, year-round education's effect on science and social studies achievement, 2001-2016. Of 30 studies that met inclusion criteria and had data from which an effect size estimate could be calculated, 7 reported science outcomes (18 effect size estimates) or…
Descriptors: Meta Analysis, Social Studies, Science Achievement, Evidence