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Direct linkMartin Brunner; Sophie E. Stallasch; Cordula Artelt; Oliver Lüdtke – Educational Psychology Review, 2025
There is a need for robust evidence about which educational interventions work in preschool to foster children's cognitive and socio-emotional learning (SEL) outcomes. Lab-based individually randomized experiments can develop and refine such interventions, and field-based randomized experiments (e.g., cluster randomized trials) evaluate their…
Descriptors: Preschools, Social Emotional Learning, Outcomes of Education, Cognitive Objectives
Prediger, Susanne; Erath, Kirstin; Weinert, Henrike; Quabeck, Kim – Journal for Research in Mathematics Education, 2022
Empirical evidence exists that enhancing students' language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589)…
Descriptors: Language Usage, Mathematics Instruction, Randomized Controlled Trials, Multilingualism
Jerrim, John; Micklewright, John; Heine, Jorg-Henrik; Salzer, Christine; McKeown, Caroline – Oxford Review of Education, 2018
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds' academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
