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Xinyan Lu; Xudong Zheng – Educational Technology & Society, 2025
The adoption of the maker-centered method is gaining popularity in K-12 school curricula. However, a unified consensus on its effectiveness in enhancing K-12 students' learning outcomes remains elusive. Therefore, the purpose of this meta-analysis was to synthesize the findings on the overall effects of the maker-centered learning method on K-12…
Descriptors: Outcomes of Education, Student Centered Learning, Kindergarten, Elementary Secondary Education
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Melissa V. Stalega; Devin M. Kearns; Jessica Bourget; Nina Bayer; Michael Hebert – Scientific Studies of Reading, 2024
Purpose: Phonological awareness (PA), the awareness of sounds in spoken words, is strongly linked to reading outcomes. However, there is an ongoing debate regarding the effectiveness of PA instruction without including print (i.e. PA without exposure to words or letters). Specifically, is PA-only instruction just as effective in improving reading…
Descriptors: Literature Reviews, Meta Analysis, Phonological Awareness, Reading Instruction
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Sara Ebner; Mary K. MacDonald; Paulina Grekov; Kathleen B. Aspiranti – Learning Disabilities Research & Practice, 2025
The concrete-representational-abstract (CRA) approach is an instructional framework for teaching math wherein students move from using concrete materials to solve problems to using visual representations of the materials, and finally abstract concepts. This study provides a literature synthesis and meta-analysis of the effectiveness of the CRA…
Descriptors: Meta Analysis, Mathematics Instruction, Teaching Methods, Abstract Reasoning
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Çalik, Muammer; Ultay, Neslihan; Bag, Hasan; Ayas, Alipasa – Chemistry Education Research and Practice, 2023
Through a meta-analysis, this study examines how effective particulate nature of matter (PNM)-based intervention studies are at improving academic performance. Well-known databases (e.g., ERIC, Springer Link, Taylor & Francis, and ScienceDirect) were used to look for the PNM-based intervention studies via specific keyword patterns. Also, a…
Descriptors: Science Achievement, Meta Analysis, Intervention, Databases
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Theodosios Sapounidis; Sophia Rapti; Julie Vaiopoulou – Journal of Science Education and Technology, 2025
Communication, collaboration, critical thinking, and creativity are regarded as core skills of the twenty-first century required to succeed in life and working frameworks. Meanwhile, new technologies have entered educational settings to facilitate children's development of competencies. During the last decade, several studies have been conducted…
Descriptors: Robotics, Creative Thinking, Critical Thinking, Kindergarten
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Jingping Sun; Rong Zhang; Joseph Murphy; Sijia Zhang – Educational Administration Quarterly, 2024
Purpose: The purposes of this study were to: (a) meta-analyze the effects of academic press (AP) on K-12 student achievement in aggregate and in each examined learning subject; (b) meta-analyze the effect of school leadership of different leadership styles on AP; and (c) examine whether school level, subjects, and leadership or AP measures…
Descriptors: Meta Analysis, Instructional Leadership, School Administration, Leadership Styles
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Lanqin Zheng; Yunchao Fan; Lei Gao; Zichen Huang – Interactive Learning Environments, 2024
Learning analytics has received increasing attention in the field of education. However, few studies have investigated the overall impact of learning analytics interventions on learning achievements. This study aims to close this research gap and examine the sizes of the overall effects of learning analytics interventions on learning achievements…
Descriptors: Learning Analytics, Meta Analysis, Intervention, Academic Achievement
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Feliza Marie Santos Mercado; Sungwon Shin – Information and Learning Sciences, 2025
Purpose: In response to challenges in traditional professional development, educators are increasingly utilizing social media platforms to customize their learning experiences and facilitate their professional growth. This systematic literature review seeks to examine articles published between January 2018 and July 2023 to synthesize evidence on…
Descriptors: Social Media, Faculty Development, Teaching Methods, Kindergarten
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Cho Blair, Kwang-Sun; Park, Eun-Young; Kim, Won-Ho – Psychology in the Schools, 2021
This meta-analysis synthesized 26 published single-case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school-wide positive behavioral interventions and supports. We used Tau-U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential…
Descriptors: Meta Analysis, Positive Behavior Supports, Response to Intervention, Standards
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Samantha Cooper; Michael Hebert; J. Marc Goodrich; Sergio Leiva; Xin Lin; Peng Peng; J. Ron Nelson – Journal of Behavioral Education, 2024
The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified…
Descriptors: Reading Ability, Literacy, Elementary Education, Grade 1
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Johnson, Keith; McGrath, Robert E.; Bier, Melinda; Brown, Mitch; Berkowitz, Marvin W. – Journal of Character Education, 2022
The "What Works in Character Education" project (WWCE; Berkowitz & Bier, 2007) was a descriptive summary of significant findings in the empirical literature on character education for the period 1945 to 2004. It employed a broad definition of character education to include related positive youth development programs such as…
Descriptors: Values Education, Kindergarten, Elementary Secondary Education, Social Emotional Learning
Robert C. Carr; Margaret R. Burchinal; Lynne Vernon-Feagans – Annenberg Institute for School Reform at Brown University, 2023
A systematic review of the literature (1965-2022) and meta-analysis were undertaken to compare the school readiness skills of children participating in public pre-kindergarten (pre-K) or Head Start. Seven quasi-experimental studies met the inclusion criteria for the meta-analysis and 38 effect sizes were analyzed. Results indicated no reliable…
Descriptors: Low Income Students, Federal Programs, Social Services, Preschool Children
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Tepgeç, Mustafa; Ifenthaler, Dirk – International Association for Development of the Information Society, 2022
Learning analytics includes interventions that will support learning and improve learning environments. Despite the fact that learning analytics is a promising field of study, the lack of empirical evidence on the effects of learning analytics-based interventions has been widely addressed in recent years. In this context, insights validated by…
Descriptors: Learning Analytics, Intervention, Meta Analysis, Learning Management Systems
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Delen, Ibrahim; Sen, Sedat – Journal of Research in Science Teaching, 2023
Design-based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta-analysis that would give a comprehensive picture of how DBL is connected to student achievement in different…
Descriptors: Kindergarten, Elementary Secondary Education, Meta Analysis, Design
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Nilvius, Camilla; Carlsson, Rickard; Fälth, Linda; Nordström, Thomas – Cogent Education, 2021
This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…
Descriptors: Response to Intervention, Reading Difficulties, Reading Instruction, Primary Education
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