To answer the call of introducing more Bayesian techniques to organizational research (e.g., Kruschke, Aguinis, & Joo, 2012; Zyphur & Oswald, 2013), we propose a Bayesian approach for meta-analysis with power prior in this article. The primary purpose of this method is to allow meta-analytic researchers to control the contribution of each…

This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…

Structure reflects a variety of practices teachers use with the intent to guide students' behavior and increase academic success. A research synthesis was conducted on the role of classroom structure in the academic engagement, disengagement, competence beliefs, and achievement of preschool through high school students. A meta-analysis of 191…

In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills…

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, this study examines the bivariate relationship of handwriting fluency, spelling, reading, and oral language…

Randomized experiments are often considered the strongest designs to study the impact of educational interventions. Perhaps the most prevalent class of designs used in large scale education experiments is the cluster randomized design in which entire schools are assigned to treatments. In cluster randomized trials (CRTs) that assign schools to…

We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both…