Effective Programmes in Reading and Mathematics: Lessons from the Best Evidence Encyclopaedia

Autor/in	Slavin, Robert E.
Titel	Effective Programmes in Reading and Mathematics: Lessons from the Best Evidence Encyclopaedia
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 4, S.383-391 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.797913
Schlagwörter	Reading Achievement; Mathematics Achievement; Program Effectiveness; Meta Analysis; Elementary Secondary Education; Educational Research; Reading Difficulties; Evidence; Effect Size; Curriculum Evaluation; Technology Uses in Education; Instruction; Teaching Methods; Research Methodology; Literature Reviews + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Reading difficulty; Leseschwierigkeit; Evidenz; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode
Abstract	This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear pattern emerged. Programmes providing extensive professional development in well-structured methods such as cooperative learning and teaching of metacognitive skills produce much more positive effect sizes than those evaluating either curricular reforms or computer-assisted instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10