Overviews, or syntheses of research syntheses, have become a popular approach to synthesizing the rapidly expanding body of research and systematic reviews. Despite their popularity, few guidelines exist and the state of the field in education is unclear. The purpose of this study is to describe the prevalence and current state of overviews of…

Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has…

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized.…

The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive,…

Summarizes a meta-analysis of published research on dynamic assessment that reviewed 30 studies (170 effect sizes). Discusses factors that impact effect size, including the predictive ability of type of assessment for effect size. Discusses results in the context of assumptions related to dynamic assessment. (SLD)

A comprehensive synthesis of experimental intervention studies that have included students with learning disabilities was based on 180 studies. Results support the pervasive influence of cognitive strategy and direct instruction models for remediating the academic difficulties of children with learning disabilities. (SLD)

The meta-analysis of J. Cameron and W. D. Pierce (1994), which purports to demonstrate that extrinsic rewards may not undermine intrinsic motivation, is unpersuasive by virtue of its methodologies, its tendency to ignore important distinctions, and its failure to include certain evidence. (Author/SLD)

Provides a critical analysis of the meta-analysis of J. Cameron and W. D. Pierce (1994) of the experimental literature on the effects of extrinsic rewards on intrinsic motivation. Their overly simplistic conclusion has little theoretical or practical value and results from misuse of meta-analytic procedures. (SLD)

The results of a meta-analysis that found that rewards do not threaten intrinsic motivation have not been well accepted by those who argue rewards produce negative effects under a wide range of conditions. Nevertheless, the results and conclusions of the meta-analysis are held to be valid. (SLD)

The conclusion of J. Cameron and W. D. Pierce that rewards do not pose a threat to intrinsic motivation (1994) is a misrepresentation of the literature based on a flawed meta-analysis. Their analysis is more an attempt to defend behaviorist turf rather than meaningful consideration of relevant data and issues. (Author/SLD)

Critiques the conclusions of S. Veenman (1995) about multigrade classes and suggests that selection bias and lower-quality instruction should be included as part of the explanation for his findings of no difference. Indicates that multigrade classes have at least a small negative effect on achievement and potentially negative effects on teacher…

D. Mason and R. Burns (1996) have concluded that multigrade classes have a slightly negative effect on students' achievement. However, a reanalysis, based on meta-analytic procedures, of the available studies shows the average weighted effect sizes to be essentially zero or close to zero. Contains 51 references. (SLD)

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…

Analyses of the results of 23 reports on coaching for the Scholastic Aptitude Test (SAT) indicated that, on the average, coaching can help increase SAT scores. The considerable variability in the results of 48 studies reflected the many factors influencing coaching effectiveness and the wide variety of study designs. (SLD)

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…