All posts by pamrevie

READING / SECONDARY

READING / SECONDARY

Recent initiatives in the U.S. and U.K. have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. This review of the experimental research on secondary reading programs focuses on 69 studies that used random assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate outcomes of 51 programs on widely accepted measures of reading. Categories of programs using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organizational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. These include programs emphasizing social studies/science, structured strategies, and personalized and group/personalization rotation approaches for struggling readers. Programs that provide a daily extra period of reading and those utilizing technology were no more effective, on average, than programs that did not provide these resources. The findings suggest that secondary readers benefit more from socially and cognitively engaging instruction than from additional reading periods or technology.

Technical Report

Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2019). Effective reading programs for secondary students. Baltimore, MD: Center for Research and Reform in Education, Johns Hopkins University.

Published Report

Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2019). Effective reading programs for secondary students. Reading Research Quarterly, 54 (2), 133-166.

MATHEMATICS / EFFECTIVENESS OF TECHNOLOGY

MATHEMATICS /EFFECTIVENESS OF TECHNOLOGY

This review examines research on the effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms. It applies rigorous, consistent inclusion standards to focus on studies that meet high methodological standards. Three key research questions are addressed:

  • Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?
  • What study and research features moderate the effects of education technology applications on student mathematics achievement?
  • Large-scale randomized studies by Dynarski and Campuzzano found near-zero effects of modern CAI programs on math achievement. Do other high-quality studies agree or disagree with these findings?

A total of 74 qualifying studies, with a total sample size of 56,886 K-12 students, are included in the final analysis. Three major categories of education technology are reviewed:

  • Computer-managed learning, which included only Accelerated Math. This program uses computers to assess students’ mathematics levels, assign mathematics materials at appropriate levels, score tests on this material, and chart students’ progress.
  • Comprehensive models, such as Cognitive Tutor and I Can Learn, use computer-assisted instruction along with non-computer activities as the students’ core approach to mathematics.
  • Supplemental CAI technology, which consists of individualized computer-assisted instruction (CAI). Supplemental CAI programs, such as Jostens, PLATO, Larson Pre-Algebra, and SRA Drill and Practice, provide additional instruction at students’ assessed levels of need to supplement traditional classroom instruction.

Findings of the review indicate that educational technology applications produce a positive but small effect (ES=+0.16) on mathematics achievement. In particular, supplemental CAI had the largest effect, with an effect size of +0.19. The other two categories, computer-managed learning and comprehensive models, had a much smaller effect size, +0.09 and +0.06, respectively.

Technical Report

Cheung, A., Slavin, R.E. (2011). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.

Published Report

Cheung, A., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.

Mathematics / Middle and High School

Mathematics / Middle and High School

What mathematics programs have been proven to help middle and high school students to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the mathematics achievement of students in grades 6-12:

  • Mathematics Curricula (MC), such as The University of Chicago School Mathematics Project, Connected Mathematics, Saxon Math, and other standard and alternative textbooks.
  • Computer-Assisted Instruction (CAI), such as I Can Learn, Jostens/Compass Learning, and Accelerated Math.
  • Instructional Process Programs (IP), such as cooperative learning, mastery learning, and other approaches primarily intended to change teachers’ instructional strategies rather than curriculum or technology.

Technical Report

Slavin, R. E., Lake, C., & Groff, C. (2008). Effective programs in middle and high school mathematics: A best evidence synthesis. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.

Published Report

Slavin, R.E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79 (2), 839-911.

MATHEMATICS/ELEMENTARY

MATHEMATICS / ELEMENTARY

This article reviews research on the achievement outcomes of elementary mathematics programs. 87 rigorous experimental studies evaluated 66 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs (ES=+0.20, k=22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning) (ES=+0.19, k=7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (non-digital) curricula (ES=+0.12, k=7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.

Technical Report

Pellegrini, M., Neitzel, A., Lake, C., & Slavin, R. (2021). Effective programs in elementary mathematics: A best-evidence synthesis. Baltimore, MD: Center for Research and Reform in Education, Johns Hopkins University.

Published Report

Pellegrini, M., Neitzel, A., Lake, C., & Slavin, R. (2021). Effective programs in elementary mathematics: A best-evidence synthesis. AERA Open, 7 (1), 1-29.

Reading

Elementary reading

This report systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades:

  • Reading Curricula
  • Instructional Technology
  • Instructional Process Programs
  • Combinations of Curricula and Instructional Process

The report combines the research from two separate Best Evidence Encyclopedia reviews: Effective Beginning Reading Programs: A Best-Evidence Synthesis and Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades. For further information and specific program ratings, visit the Beginning Reading and Upper Elementary Reading sections of the Best Evidence Encyclopedia.

Full Report
Slavin, R.E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2010, January). Effective reading programs for the elementary grades: A best-evidence synthesis. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.

Additional source:
Slavin, R.E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009).  Effective reading programs for the elementary grades: A best-evidence synthesis.  Review of Educational Research, 79 (4), 1391-1466.

Uncategorized

Introduce Yourself (Example Post)

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This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.

You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.

Why do this?

  • Because it gives new readers context. What are you about? Why should they read your blog?
  • Because it will help you focus your own ideas about your blog and what you’d like to do with it.

The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.

To help you get started, here are a few questions:

  • Why are you blogging publicly, rather than keeping a personal journal?
  • What topics do you think you’ll write about?
  • Who would you love to connect with via your blog?
  • If you blog successfully throughout the next year, what would you hope to have accomplished?

You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.

Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.

When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.

Uncategorized

Introduce Yourself (Example Post)

Leave a comment

This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.

You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.

Why do this?

  • Because it gives new readers context. What are you about? Why should they read your blog?
  • Because it will help you focus your own ideas about your blog and what you’d like to do with it.

The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.

To help you get started, here are a few questions:

  • Why are you blogging publicly, rather than keeping a personal journal?
  • What topics do you think you’ll write about?
  • Who would you love to connect with via your blog?
  • If you blog successfully throughout the next year, what would you hope to have accomplished?

You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.

Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.

When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.