Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility [0.03%]
无效的元分析：知觉不流畅性研究中的错误及提高元分析可重复性的建议
Sophia C Weissgerber,Matthias Brunmair,Ralf Rummer
Sophia C Weissgerber
In the 2018 meta-analysis of Educational Psychology Review entitled "Null effects of perceptual disfluency on learning outcomes in a text-based educational context" by Xie, Zhou, and Liu, we identify some errors and inconsistencies in both ...
A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes [0.03%]
课程分层的社会认知后果分析
Kamilah Legette
Kamilah Legette
Research examining the effects of track placement in the United States has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups wi...
Daniel H Robinson
Daniel H Robinson
In an article published in an open-access journal, (Pennebaker et al. PLoS One, 8(11), e79774, 2013) reported that an innovative computer-based system that included daily online testing resulted in better student performance in other concur...
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research [0.03%]
探究阅读干预研究中治疗忠诚度的支持、测量和报告情况(K-3)
Philip Capin,Melodee A Walker,Sharon Vaughn et al.
Philip Capin et al.
Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past synt...
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout [0.03%]
基于教师人格的教学效果和职业枯竭的元分析研究
Lisa E Kim,Verena Jörg,Robert M Klassen
Lisa E Kim
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine ...
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions [0.03%]
性别差异与科学、技术、工程和数学教育：已有认知及其对实践、政策和未来发展的启示
Ming-Te Wang,Jessica L Degol
Ming-Te Wang
Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways enco...
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 [0.03%]
关于K-3年级分层二级类型阅读干预效果的荟萃分析
Jeanne Wanzek,Sharon Vaughn,Nancy Scammacca et al.
Jeanne Wanzek et al.
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less e...
Thomas S Redick,Zach Shipstead,Elizabeth A Wiemers et al.
Thomas S Redick et al.
Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children's academic and intellectual attainment. We describe the criteria by which to evalua...
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade [0.03%]
教师理解力培养工具：从学前教育到四年级的阅读教学
Carol McDonald Connor,Beth M Phillips,Michael Kaschak et al.
Carol McDonald Connor et al.
This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading ...
Miriam Novack,Susan Goldin-Meadow
Miriam Novack
When people talk, they gesture, and those gestures often reveal information that cannot be found in speech. Learners are no exception. A learner's gestures can index moments of conceptual instability, and teachers can make use of those gest...