Based on findings from a large meta-data-based literature survey, this article is intended to provide a comprehensive synthesis of key features of China's music education system as seen through the lens of n = 116 major research studies, drawn from a total of N = 3,257 high-impact Chinese journal articles published during 2007 to 2019. The…

The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the…

Increasingly, teachers--but also parents and politicians--voice dissatisfaction with the divide they experience between research and practice and the resulting minimal impact of teacher education (Ashton, 1996; Barone, Berliner, Blanchard, Casanova, & McGowan, 1996). The problem seems to be perennial. More than a century ago, John Dewey pointed…

This monograph critically examines the emerging discourse on quality associated with Education for All (EFA). It contends that EFA discourse has moved from a welcome and vital commitment to quality to its measurement without adequate consideration of what "quality" entails, particularly in the vital domain of pedagogy. Meanwhile, the…

Conclusion about site-specific determinants of educational outcomes of the controversial longitudinal evaluation of the Follow Through programs (1976) are challenged again by reexamining the Direct Instruction model data. Reanalysis confirms earlier critiques and supports more recent research funding on the relationship between types of…

This monograph updates a 1978 publication titled "The Scientific Basis of the Art of Teaching." Based on lectures presented during the 1983-84 academic year, this work discusses research on teaching to provide a substantial scientific basis for the art of teaching and for the education of teachers in that art. For several decades, one research…

The suspected sources of confounding in current meta-analytic studies of computer based instruction (CBI) are uncontrolled effects of instructional method and/or the John Henry Effect (i.e., compensatory rivalry). To determine which confounding is most plausible, a random 30% sample of the 128 studies which formed the original Kulik meta-analyses…

This What Works Clearinghouse (WWC) topic report addresses reading interventions for students in grades K-3, including core reading curricula, programs, or products to be used as supplements to other reading instruction, programs that focus on staff development, and literacy software. The WWC review on beginning reading focuses on programs…