This response aims to critically evaluate the methodology and aims of the meta-analytic review written by Maggin and Johnson (2014). The present authors systematically provide responses for each of the original criticisms and highlight concerns regarding Maggin and Johnson's methodology, while objectively describing the current state of evidence…

As the percentage of teachers participating in induction programs has increased over the past two decades and new state and federal mandates have been enacted to improve the quality of the teacher workforce, published literature on teacher induction and mentoring has grown. Despite an increasing research base, the current research has been…

The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s. Many school districts have been investing heavily in various types of technology, such as computers, mobile devices, internet access, and interactive whiteboards. Almost all public schools have access to the internet and…

The present review examines research on the effects of technology use on reading 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…

The National Reading Panel admits its evaluation report on phonics is seriously flawed as to organization, methodology, appropriateness of research base, generalizability of results, reliability, validity, and accuracy of data reported. However, an influential public-relations machine is promoting the study's favorable results as unvarnished…

Examines the problems affecting evaluation of distance education in developing countries in terms of economic, political, and social issues. Discusses one solution, a meta-analysis for synthesizing the results of research studies. (JOW)

Conclusion about site-specific determinants of educational outcomes of the controversial longitudinal evaluation of the Follow Through programs (1976) are challenged again by reexamining the Direct Instruction model data. Reanalysis confirms earlier critiques and supports more recent research funding on the relationship between types of…

Meta-analysis of 143 effect sizes in 43 studies of adventure programming for adolescents found an overall effect size of 0.31. Summary effect sizes of outcome categories differed significantly among categories, however. Effect size was related to program length and participant age but not to delinquent status. Discusses the lack of pertinent…

This paper focuses on transition programs for youth to postsecondary education, broadly considered. It addresses the following questions: (1) What models or programs of transition exist? (2) On what basis can we say one transition program is more effective than another? In other words, how is successful transition defined? (3) How are…

A meta-analysis of school-based substance abuse prevention studies revealed that the mean proportion of subjects retained dropped from 81.4 percent at the three-month followup to 67.5 percent at the three-year followup. Researchers should interpret their results in light of these normative data and adopt second-effort strategies to reduce…

Because research synthesis enables one to determine either the overall effectiveness of a particular treatment or the relative effectiveness of different types of treatments, it is becoming increasingly popular as a tool in program evaluation. Numerous methodological problems arise, however, when research synthesis is applied to studies conducted…

The implementation of research design in studies on substance abuse education is discussed in this meta-analysis. Findings indicate that the quality of research design is constrained by negative feedback from evaluation stakeholders. This finding is applied to an evaluation of the Here's Looking at You, 2000 drug education program currently…

This What Works Clearinghouse (WWC) topic report addresses reading interventions for students in grades K-3, including core reading curricula, programs, or products to be used as supplements to other reading instruction, programs that focus on staff development, and literacy software. The WWC review on beginning reading focuses on programs…