Impacts of rational number interventions among U.S. students in Grades 3 through 9 with mathematics difficulties are examined using a systematic review and meta-analysis. The primary goal of the meta-analysis was to identify instructional practices that are key drivers of student impacts. From approximately 1,200 published and unpublished study…

The ability to design and interpret controlled experiments is an important scientific process skill and a common objective of science standards. Numerous intervention studies have investigated how the control-of-variables-strategy (CVS) can be introduced to students. However, a meta-analysis of 72 intervention studies found that the opportunity to…

Randomized experiments are often considered the strongest designs to study the impact of educational interventions. Perhaps the most prevalent class of designs used in large scale education experiments is the cluster randomized design in which entire schools are assigned to treatments. In cluster randomized trials (CRTs) that assign schools to…

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were…

Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and…

Although some literacy researchers consider grouping students for reading instruction to be a proven educational practice, the support for this belief is lacking from a research synthesis perspective. With this idea in mind, Slavin comments in the middle of his review on the effects of grouping: "there is not enough research on within-class…