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Descriptors:
Academic Achievement; Educational Policy; Racial Composition; Social Science Research; Elementary Schools; Secondary Schools; Age Differences; Effect Size; Minority Group Students; Meta Analysis; Outcomes of Education; Educational Environment; Racial Differences; Socioeconomic Status; At Risk Students; Grade Point Average; African American Students; Hispanic American Students; White Students; High School Students; Middle School Students; Elementary School Students; Grades (Scholastic)

Abstract:
Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K-12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Outcomes of Education; Foreign Countries; Control Groups; Conventional Instruction; Economics Education; Home Economics Education; Home Economics; Effect Size; Meta Analysis; Regression (Statistics); Intervention; Middle School Students; Gender Differences; Thinking Skills; Teaching Methods; Elementary School Students; High School Students

Abstract:
This meta-analysis reviewed the effect of practical reasoning instruction (PRI) on student outcome in Home Economics education in Korea. In this meta-analysis, 25 studies with 35 effect sizes were analyzed. The results of this review indicated that PRI is more effective than traditional instruction on student outcomes. A medium and significant mean effect was 0.60 (SE = 0.06). Categorical analyses and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, type of student outcome, gender of students, and location. The school level of the students and duration were revealed to be moderators. The effect of PRI on student outcome was found to be smaller in middle schools than in elementary or high schools. The results of regression analysis for middle school students indicated that the effect of PRI was predicted by the length of the intervention. A sensitivity analysis indicates that the method this review used for calculating effect sizes for nonexistent control groups was robust. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle Schools; Academic Standards; Ability Grouping; Educational Change; Academic Achievement; Track System (Education); Teacher Expectations of Students; Difficulty Level; Equal Education; Urban Schools; Outcomes of Education; Hispanic American Students; African American Students; Mixed Methods Research; Interviews; Teacher Surveys; Curriculum Design

Abstract:
Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to improve student access to rigorous academic content. This article examines how varying teacher expectations regarding the implementation of academic standards promotes curriculum differentiation in middle schools involved with comprehensive school reform. Drawing on teacher interview and survey data from five middle schools, the author shows the challenges teachers confronted when implementing standards; the contradictory expectations teachers held toward students; and how teacher expectations affected to what extent standards were evenly applied. Despite the fact that standards are supposed to promote equity, this analysis shows these aims can be compromised by the challenges teachers confront in schools and contradictory expectations regarding standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Special Education; Elementary Secondary Education; Peer Teaching; Investigations; Meta Analysis; Learner Engagement; Experimental Groups; Control Groups; Scores; Effect Size

Abstract:
The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes on K-12 and special education student achievement. Specifically, this study examines the different variables that moderate the effect of using guided notes in the classroom, the impact of guided notes relative to student generated notes, random study checks, and peer tutoring. And, unlike the one previous meta-analysis examining the impact of guided notes with this student population, this investigation includes both published and unpublished research, and some previously unexamined variables. Results indicate that overall, guided notes can produce a strong impact on student achievement. The study discusses the implications and limitations of this research. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Middle Schools; Elementary Schools; Achievement Gains; Academic Achievement; Laws; Program Effectiveness; Effect Size; Teaching Methods; Attribution Theory; Scores; Reading Achievement; Mathematics Achievement; Meta Analysis; Urban Areas; Outcomes of Education; Tables (Data)

Abstract:
Charter schools are largely viewed as a major innovation in the public school landscape, as they receive more independence from state laws and regulations than do traditional public schools, and are therefore more able to experiment with alternative curricula, pedagogical methods, and different ways of hiring and training teachers. Unlike traditional public schools, charters may be shut down by their authorizers for poor performance. But how is charter school performance measured? What are the effects of charter schools on student achievement? Assessing literature that uses either experimental (lottery) or student-level growth-based methods, this analysis infers the causal impact of attending a charter school on student performance. Focusing on math and reading scores, the authors find compelling evidence that charters under-perform traditional public schools in some locations, grades, and subjects, and out-perform traditional public schools in other locations, grades, and subjects. However, important exceptions include elementary school reading and middle school math and reading, where evidence suggests no negative effects of charter schools and, in some cases, evidence of positive effects. Meta-analytic methods are used to obtain overall estimates on the effect of charter schools on reading and math achievement. The authors find an overall effect size for elementary school reading and math of 0.02 and 0.05, respectively, and for middle school math of 0.055. Effects are not statistically meaningful for middle school reading and for high school math and reading. Studies that focus on urban areas tend to find larger effects than do studies that examine wider areas. Studies of KIPP charter middle schools suggest positive effects of 0.096 and 0.223 for reading and math respectively. New York City and Boston charter schools also appeared to deliver achievement gains larger than charter schools in most other locations. A lack of rigorous studies in many parts of the nation limits the ability to extrapolate. Appended are: (1) Details on the Studies Used in Any of the Authors' Approaches; (2) Distribution of Effect Sizes for Middle School Reading, KIPP Studies Only, Treating Each Estimate Equally; and (3) Distribution of Effect Sizes for Middle School Math, KIPP Studies Only, Treating Each Estimate Equally. (Contains 13 tables, 26 figures and 11 footnotes.) [Additional funding for this paper was provided by the Achelis & Bodman Foundations, the Doris & Donald Fisher Fund, The Heinz Endowments, and the Rodel Charitable Foundation.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Achievement; Educational Technology; Elementary Secondary Education; Effect Size; Mathematics Instruction; Computer Assisted Instruction; Intervention; Instructional Effectiveness; Literature Reviews; Research Reports; Meta Analysis; Statistical Analysis; Supplementary Education; Comparative Analysis

Abstract:
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N = 31,555) and 29 secondary studies (N = 25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed. (Contains 15 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Tests; Effect Size; Teacher Attitudes; Meta Analysis; Correlation; Institutional Characteristics; Models; Teacher Characteristics; Student Characteristics; Rating Scales

Abstract:
This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' academic achievement and students' performance on a standardized achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be 0.63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers' judgments and students' academic achievement. A comprehensive model of teacher-based judgments of students' academic achievement is provided in the Discussion. (Contains 3 tables, 1 figure and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; Teacher Student Relationship; Conflict; Student Behavior; Behavior Problems; Student Motivation; Learner Engagement; Academic Achievement; Educational Research; Meta Analysis; Effect Size

Abstract:
This article suggests that students' characteristics play a more important role in classrooms than has previously been thought. To investigate this, a computerized literacy search was conducted, finding 19 studies that focused on the topic. On the basis of these studies a meta-analysis was carried out in which 23 effect size estimates were computed. The results showed that teachers reported more conflict and child dependency, and less closeness in teacher-child relationships when interacting with students who exhibited either a high level of external or a high level of internal problem behavior. In contrast, teachers reported less conflict and more closeness in teacher-child relationships when interacting with students exhibiting high levels of motivation and engagement as compared to other children. Furthermore, teachers reported less conflict, less child dependency and more closeness in teacher-child relationships when interacting with students showing a high level of academic performance. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Need; Competition; Control Groups; Models; Meta Analysis; Cooperation; Student Motivation; Social Differences; Comparative Analysis; Academic Achievement; Social Influences; Individual Differences; Effect Size

Abstract:
In their commentary, D. W. Johnson, Johnson, and Roseth (2012) provided some laudatory statements about our article, but they also expressed a number of concerns. The concerns focus on the following issues: types and definitions of competition, our choice of control group, the nature of performance-approach and performance-avoidance goals, the comprehensiveness of the opposing processes model, and performance-approach goals and constructive competition. We respond to each of these issues in turn and conclude with a statement regarding working to build an integrative model of the competition-performance relation (and beyond). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competition; Personality Traits; Student Motivation; Meta Analysis; Cooperation; Structural Equation Models; Academic Achievement; Social Influences; Individual Differences; Effect Size

Abstract:
Murayama and Elliot (2012) made a significant contribution to the literature on competition by presenting the results of 2 meta-analyses and 3 primary studies on the relation between competition and performance. Murayama and Elliot established that in general, there is no relationship between competition and performance. They then made the case that the lack of relationship is due to 2 opposing processes (performance-approach and performance-avoidance goals) that cancel each other out. The meta-analyses made a significant contribution to the literature on competition but had problems with the way in which the types of competition were defined and the clarity of the control condition. Their opposing processes model suffers from the relatively high relationship between performance-approach and performance-avoidance goals, their failure to include likelihood of success or failure in their model, and the lack of specification of the process through which competition prompts one type of goal or the other. Their results do highlight the need for further research on competition focusing on the combination of personality traits and situational variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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