The meta-analysis by A. C. Willig of bilingual education evaluation literature was not successful in comparison with and did not replicate the Baker and de Kanter narrative review. Willig's conclusion that bilingual education is effective is not supported by the analysis. (SLD)

Computer-based instruction (CBI) studies analyzed by Kulik et al. were examined to explore the validity of competing claims about the computer's contribution to measured achievement gains. Results suggest achievement gains found in CBI studies are overestimated and are due to uncontrolled but robust instructional methods embedded in CBI…

A meta-analysis of the early intervention research literature revealed that early intervention has an immediate positive effect of about on-half of a standard deviation. The analysis failed to find long-term benefits and failed to relate degree of parental involvement to intervention effectiveness. (KH)

In a comprehensive review of the literature containing comparisons between boys and girls on motivation and/or achievement in science, findings were transformed into a common metric and analyzed. It was found that sex differences in both motivation and achievement are smaller than is generally assumed, but they do occur. (Author/BW)

This executive summary describes a study that analyzes the content of early learning standards, operationally defined as documents that articulate expectations for children's development and learning during the preschool period (ages three to five years). Standards from 36 states were collected and analyzed to address the following research…

Response cards are a teaching and learning tool designed to increase active student response during whole-class instruction. Response cards allow multiple students to write their answers on a white board and get feedback from the teacher during each learning trial. This work is a quantitative synthesis of the English-language student-level…

This paper falls into two main sections: (1) an overview of contemporary research on effective professional learning for practicing educators; and (2) recommendations for action to promote effective learning for practicing educators. Three central questions guide the paper: (1) When does professional learning lead to improved learning outcomes for…

A meta-analysis of home visiting programs (K = 12, N = 2869) examined differences in the effects of home visitor programs for at-risk families on maternal behavior. Studies selected included only peer-reviewed publications and evaluations with a control group design. Although effect sizes varied, programs with more frequent visitation had higher…

A meta-analysis (37 published studies) that summarized treatment outcomes associated with skills training with antisocial youth was performed. As is consistent with the hypothesis, results indicate that skills training interventions delivered in the context of homogeneous groups of deviant peers produced smaller benefits than did skills training…

The current state of the knowledge base on the effectiveness of specific instructional practices for English-language learners was examined by conducting an exploratory meta-analysis on eight studies of instructional interventions and using qualitative synthesis to supplement this analysis. The first data source was the eight intervention studies…

Provides meta-analysis of 48 studies on computer-based instruction (CBI) in elementary schools based on literature searches in Educational Resources Information Center (ERIC) and Dissertation Abstracts. Highlights include aptitude treatment interaction; computer managed instruction (CMI); computer assisted instruction (CAI); weighting procedures;…

Attempts to determine regional teaching requirements for the future by hypothesizing from current data reported by nations throughout the world for first- and second-level education. Discusses teacher requirements in terms of training and salary in the context of projected labor force demands. (KO)

The quantitative synthesis of 89 correlations from 16 studies of behavioral ratings and classroom observations suggested significant problems in the areas of the construct of behavioral disorder and criterion-related validity of widely used measures of social behavior. A "components of variance" model is proposed to aid in educational decision…

Meta-analysis was used to assess the effect of metacognitive instruction on reading comprehension. Twenty studies from the reading research literature were compiled and quantitatively synthesized. Results affirm the effectiveness of metacognitive strategies, especially for junior high school students. Textual inconsistency awareness,…

This article reviews the best evidence concerning the cognitive and noncognitive effects of multigrade (students of more than one grade taught by one teacher) and multiage (students grouped for expected benefits) classrooms. Studies of noncognitive, cognitive, and achievement effects reveal no adverse effects of learning in such classrooms. (SLD)