Multilevel modeling (MLM) is a statistical technique for analyzing clustered data. Despite its long history, the technique and accompanying computer programs are rapidly evolving. Given the complexity of multilevel models, it is crucial for researchers to provide complete and transparent descriptions of the data, statistical analyses, and results.…

Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other…

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…

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed…

Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of…

The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of…

Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition,…

In light of rapid demographic shifts and legal challenges to affirmative action in the United States, the issue of diversity on college campuses is of increasing importance. Most syntheses of research on diversity interactions and educational outcomes have focused on attitude change, such as reductions in prejudice or racial bias. Despite the…

This article reviews the literature on interventions targeting the academic performance of students with attention-deficit/hyperactivity disorder (ADHD) and does so within the context of the statistical significance testing controversy. Both the arguments for and against null hypothesis statistical significance tests are reviewed. Recent standards…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect…

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for…

A descriptive analysis of research practices and a meta-analysis of control group effect sizes are used to address Hawthorne effects in educational experiments. The analysis of 86 studies and 256 treatment/Hawthorne/no-treatment control group effect size comparisons indicate that artifact controls have limited utility in dealing with the Hawthorne…

This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students…

The second approach used by L. V. Hedges and L. Friedman (1993) in their reanalysis of Feingold's earlier results is conceptually equivalent and yields results consistent with the original interpretation. The first method yields results that are discrepant. Analyses of variations in tail effect sizes are planned. (SLD)

Feingold's reply illustrates that his steps in characterizing tail effect sizes are not the calculations the authors had imagined. Attempting to reproduce Feingold's calculations, the authors still often find themselves in disagreement with interpretations Feingold has placed in his table. (SLD)