ERIC Number: EJ1023257
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Effective Programmes in Reading and Mathematics: Lessons from the Best Evidence Encyclopaedia
Slavin, Robert E.
School Effectiveness and School Improvement, v24 n4 p383-391 2013
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A040082