Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Version 1.4

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Groff, Cynthia
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Version 1.4
Quelle	(2008), (124 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Cooperative Learning; Effect Size; Control Groups; Academic Achievement; Educational Technology; Teaching Methods; Synthesis; Best Practices; Literature Reviews; Meta Analysis; Achievement Gains; Outcomes of Education; Matched Groups; Program Effectiveness; Educational Practices; Instructional Effectiveness; Time on Task; Mathematics Achievement; Middle Schools; High Schools; Pretests Posttests; Mathematics Education; Evaluation Criteria; Mathematics Curriculum; Science Course Improvement Projects; Textbooks + Suchen Sie Ihr Suchwort? Evidenz; Kooperatives Lernen; Schulleistung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Bildungspraxis; Unterrichtserfolg; Zeitaufwand; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least twelve weeks, and equality at pretest. There were 102 qualifying studies, 28 of which used random assignment to treatments. Effect sizes were very small (weighted mean ES=+0.03 in 40 studies) for mathematics curricula, and for computer-assisted instruction (ES=+0.10 in 38 studies). They were larger (weighted mean ES=+0.18 in 22 studies) for instructional process programs, especially cooperative learning (weighted mean ES=+0.42 in 9 studies). Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have larger impacts on achievement measures than those emphasizing textbooks or technology alone. Appended are: (1) Studies Not Included in the Review; and (2) Table of Abbreviations. (Contains 4 tables.) (As Provided).
Anmerkungen	Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.education.jhu.edu/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10