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The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format (n = 18) and included ongoing coaching (n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise (d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior (d = 1.88), and (e) student undesirable behavior (d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 (M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation.

The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings revealed an overall medium effect size for the effectiveness of recasts (g = 0.70, 95% CI = 0.48-0.93). Furthermore, the findings indicated that recasts are equally effective for the development of L2 explicit and implicit knowledge. The results also yielded strong effect sizes for the short-term and long-term effects of recasts in foreign language (FL) compared to second language (SL) contexts where weak effect sizes were obtained for both long-term and short-term effects of recasts. Contrary to expectations, the findings did not indicate a significant difference between the effectiveness of partial and full recasts. The findings of the present study, therefore, shed further light on the effectiveness of recasts and suggest that recasts are effective techniques for the development of implicit and explicit L2 knowledge in FL contexts. The findings indicate that instructional context plays the most significant role in the efficacy of recasts. The implications of the study and considerations for interpreting the results will be discussed in the paper in the light of some theoretical justifications as well as a number of limitations of the present meta-analysis.

This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical whiteness, this analysis examined n = 1,659 individual effects across k = 201 studies. Overall, 62.3% of reported effects were nonsignificant (i.e. no predictive value of GRE scores on student outcomes). Further, the magnitude of observed predictive relationships decreased significantly over time. The aggregate mean effect across all studies and outcomes was small, significant, and positive: GRE score predicted 3.24% of variance across measured outcomes, 4% of variance in overall GPA, and 2.56% of variance in first-year graduate GPA. Sample composition effects by race/ethnicity were notable under some conditions, but nonsignificant, with increasing proportions of people of Color within a study sample associated with poorer predictive validity for GPA. Likewise, the magnitude of negative effects where lower GRE scores predicted stronger student outcomes showed increasing trends from 0.16% of variance for all-white samples to 7.3% for samples comprised entirely of people of Color.

This paper shares the results of a meta-analysis on the parental-expectations component of parental involvement and its relationship with the student outcomes of urban students. Special attention is paid to parental expectations, because in many past studies, parental expectations has been the most salient component of parental involvement. This meta-analysis includes 54 quantitative studies that examined the relationship between the parental expectations component of parental involvement and the academic achievement of students. The results indicated that statistically significant effects emerged across students of different age groups, races, genders, and nationalities. The results were also substantial in the highest quality studies.

In Bayesian random-effects meta-analysis, the use of weakly informative prior distributions is of particular benefit in cases where only a few studies are included, a situation often encountered in health technology assessment (HTA). Suggestions for empirical prior distributions are available in the literature but it is unknown whether these are adequate in the context of HTA. Therefore, a database of all relevant meta-analyses conducted by the Institute for Quality and Efficiency in Health Care (IQWiG, Germany) was constructed to derive empirical prior distributions for the heterogeneity parameter suitable for HTA. Previously, an extension to the normal-normal hierarchical model had been suggested for this purpose. For different effect measures, this extended model was applied on the database to conservatively derive a prior distribution for the heterogeneity parameter. Comparison of a Bayesian approach using the derived priors with IQWiG's current standard approach for evidence synthesis shows favorable properties. Therefore, these prior distributions are recommended for future meta-analyses in HTA settings and could be embedded into the IQWiG evidence synthesis approach in the case of very few studies.

Drug repurposing refers to the process of discovering new therapeutic uses for existing medicines. Compared to traditional drug discovery, drug repurposing is attractive for its speed, cost, and reduced risk of failure. However, existing approaches for drug repurposing involve complex, computationally-intensive analytical methods that are not widely used in practice. Instead, repurposing decisions are often based on subjective judgments from limited empirical evidence. In this article, we develop a novel Bayesian network meta-analysis (NMA) framework that can predict the efficacy of an approved treatment in a new indication and thereby identify candidate treatments for repurposing. We obtain predictions using two main steps: first, we use standard NMA modeling to estimate average relative effects from a network comprised of treatments studied in both indications in addition to one treatment studied in only one indication. Then, we model the correlation between relative effects using various strategies that differ in how they model treatments across indications and within the same drug class. We evaluate the predictive performance of each model using a simulation study and find that the model minimizing root mean squared error of the posterior median for the candidate treatment depends on the amount of available data, the level of correlation between indications, and whether treatment effects differ, on average, by drug class. We conclude by discussing an illustrative example in psoriasis and psoriatic arthritis and find that the candidate treatment has a high probability of success in a future trial.

In any meta-analysis, it is critically important to report the dispersion in effects as well as the mean effect. If an intervention has a moderate clinical impact "on average" we also need to know if the impact is moderate for all relevant populations, or if it varies from trivial in some to major in others. Or indeed, if the intervention is beneficial in some cases but harmful in others. Researchers typically report a series of statistics such as the Q-value, the p-value, and I[superscript 2], which are intended to address this issue. Often, they use these statistics to classify the heterogeneity as being low, moderate, or high and then use these classifications when considering the potential utility of the intervention. While this practice is ubiquitous, it is nevertheless incorrect. The statistics mentioned above do not actually tell us how much the effect size varies. Classifications of heterogeneity based on these statistics are uninformative at best, and often misleading. My goal in this paper is to explain what these statistics do tell us, and that none of them tells us how much the effect size varies. Then I will introduce the prediction interval, the statistic that does tell us how much the effect size varies, and that addresses the question we have in mind when we ask about heterogeneity. This paper is adapted from a chapter in "Common Mistakes in Meta-Analysis and How to Avoid Them." A free PDF of the book is available at https://www.Meta-Analysis.com/rsm.

To determine the effects of explicit instruction (EI) and potential moderators in second/foreign language (L2) teaching, this study meta-analyzed 28 primary reports (a total of 67 unique samples, N = 3754). The main results show that EI was significantly effective in facilitating L2 development, with effect sizes ranging from moderate to large magnitudes (d = 1.07 and 0.81 for within-and between-group contrasts, respectively). Moderator analyses show that EI type, practice type, delivery mode, length and intensity of treatment, the type of outcome measures, as well as the reporting practices of the validity and reliability of outcome measures moderated differentially the effects of EI. The findings offer important pedagogical implications for teacher-practitioners to enhance the efficacy and efficiency of EI.

As gamification is introduced into education, researchers believe it has the potential to improve online learning. However, the effects of gamified online learning (GOL) are mixed. Is it more effective than online learning? Given that no meta-analysis analyzes the effectiveness of GOL. This meta-analysis explores the effects of GOL on students' learning based on 27 experimental studies. The results show that GOL has a medium positive effect on students' learning (SMD=0.533, 95% CI [0.405, 0.662], p<0.001), especially on academic achievement (SMD=0.658, p<0.001). Furthermore, moderator analyses show that the learning outcome, educational level, group activity, competition or cooperation, game element, research design, and region moderate the effects of GOL. GOL has better effects under the below conditions: (1) class sizes are 31-50; (2) treatment duration is "three" months or less; (3) among university and in-service students; (4) cooperation or mixed (cooperation + competition) are better; (5) group + individual learning is better; (6) except for progress bars, other "nine" game elements can promote students' learning; (7) four or fewer types of game elements. Finally, discussion, implications, and conclusion are put forward.

A random-effects model is often applied in meta-analysis when considerable heterogeneity among studies is observed due to the differences in patient characteristics, timeframe, treatment regimens, and other study characteristics. Since 2014, the journals "Research Synthesis Methods" and the "Annals of Internal Medicine" have published a few noteworthy papers that explained why the most widely used method for pooling heterogeneous studies--the DerSimonian-Laird (DL) estimator--can produce biased estimates with falsely high precision and recommended to use other several alternative methods. Nevertheless, more than half of studies (55.7%) published in top oncology-specific journals during 2015-2022 did not report any detailed method in the random-effects meta-analysis. Of the studies that did report the methodology used, the DL method was still the dominant one reported. Thus, while the authors recommend that "Research Synthesis Methods" and the "Annals of Internal Medicine" continue to increase the publication of its articles that report on specific methods for handling heterogeneity and use random-effects estimates that provide more accurate confidence limits than the DL estimator, other journals that publish meta-analyses in oncology (and presumably in other disease areas) are urged to do the same on a much larger scale than currently documented.

This study builds on the simulation framework of a recent paper by Stanley and Doucouliagos ("Research Synthesis Methods" 2023;14;515--519). S&D use simulations to make the argument that meta-analyses using partial correlation coefficients (PCCs) should employ a "suboptimal" estimator of the PCC standard error when constructing weights for fixed effect and random effects estimation. We address concerns that their simulations and subsequent recommendation may give meta-analysts a misleading impression. While the estimator they promote dominates the "correct" formula in their Monte Carlo framework, there are other estimators that perform even better. We conclude that more research is needed before best practice recommendations can be made for meta-analyses with PCCs.

Checking for possible inconsistency between direct and indirect evidence is an important task in network meta-analysis. Recently, an evidence-splitting (ES) model has been proposed, that allows separating direct and indirect evidence in a network and hence assessing inconsistency. A salient feature of this model is that the variance for heterogeneity appears in both the mean and the variance structure. Thus, full maximum likelihood (ML) has been proposed for estimating the parameters of this model. Maximum likelihood is known to yield biased variance component estimates in linear mixed models, and this problem is expected to also affect the ES model. The purpose of the present paper, therefore, is to propose a method based on residual (or restricted) maximum likelihood (REML). Our simulation shows that this new method is quite competitive to methods based on full ML in terms of bias and mean squared error. In addition, some limitations of the ES model are discussed. While this model splits direct and indirect evidence, it is not a plausible model for the cause of inconsistency.

Given the widespread use of school-based problem-solving teams (SB PSTs), empirical evidence establishing their effectiveness is essential. Guided by the "Input-Mediator-Output-Input" (IMOI) Framework, this meta-analysis examined SB PST effectiveness generally and differentiated measured effects by targeted outcomes and specific SB PST processes used. Data from 13 studies (14 effects) yielded a large overall weighted estimate of effect (g = 0.84). Measured SB PST effects on student outcomes (e.g. academic or behavioral improvement) appeared large (g = 0.89), on systems outcomes (i.e., reduction in referrals to special education) were moderate (g = 0.66), and on team outcomes (i.e., procedural fidelity) appeared large (g = 1.00). Although not a significant moderator of effect, team use of an evidence-based process was associated with larger effects (g = 1.78, k = 8). Similarly, although non-significant, studies that met rigorous, published standards for research methods showed larger outcome effects (g = 1.10, k = 2).

Focusing on the variables that can affect both academic achievement and the well-being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta-analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has focused on 793 independent findings, including 3,503,005 students in 77 countries. In the analysis process, the mean effect size was measured by using the coefficient of standardized means (Cohen's d) based on the random effect model. In addition, the significance of the moderator variables was calculated by using the Q statistic. The findings of the study revealed that peer bullying had a significant effect on academic achievement, and in this effect, grades of the students and course types played moderator roles, while the culture of the countries was not a moderator. It could be concluded that the effect of peer relationships not only on the social development of students but also on their academic performance should not be ignored.

Auburn University engaged in the reaffirmation process with SACSCOC (institutional accreditor) and received recommendations surrounding assessment practices. It was from these recommendations that the Office of Academic Assessment (OAA) was created in July 2015, providing dedicated assessment support to faculty responsible for educational programs. After 2015, the OAA began to implement a meta-assessment approach to program assessment of student learning. The meta-assessment process. The purpose of meta-assessment is to evaluate and provide diagnostic feedback to academic degree programs on their annual assessment plans. The process of meta-assessment at Auburn involves an intake of reports from over 400 academic programs with a team of trained faculty raters reading and evaluating the submitted reports. This article examines the meta-assessment process at the university.

Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly researched strategies: main idea, inference, text structure, retell, prediction, self-monitoring, and graphic organizers. Results showed (1) instruction of more strategies did not necessarily have stronger effects on reading comprehension; (2) there was no single reading comprehension strategy that produced the strongest effect; (3) main idea, text structure, and retell, taught together as the primary strategies, seemed the most effective; and (4) the effects of strategies only held when background knowledge instruction was included. These findings suggest strategy instruction among students with reading difficulties follows an ingredient-interaction model--that is, no single strategy works the best. It is not "the more we teach, the better outcomes to expect." Instead, different strategy combinations may produce different effects on reading comprehension. Main idea, text structure, and retell together may best optimize the cognitive load during reading comprehension. Background knowledge instruction should be combined with strategy instruction to facilitate knowledge retrieval as to reduce the cognitive load of using strategies.

Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results' transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions' effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g = 0.54) and cognitive learning outcomes (g = 0.67). Also found were a small effect for affective-motivational learning outcomes (g = 0.32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications.

In this meta-analysis, we examined the effects on students' motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students' beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students' attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students' beliefs, values, and attitudes compared to students' reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.

Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers' attitudes or perceptions towards inclusive education can be developed during ITE. The results show the importance of recognising the value of practical experiences, reflecting with others, and researching and transforming situations of inclusive education as essential activities for generating positive attitudes or perceptions towards inclusive education. As researchers, we have confidence in the studies conducted by other ethnographers and their value for clarifying and extending analytical generalisations across time and space. As teachers/researchers, we highlight the relevance of working as organic intellectuals acting in the interest of education and social justice.

The purpose of this study was to conduct a systematic meta-review with the goal of documenting the landscape of measures of classroom management in the school-based literature. Our systematic search for systematic reviews and extraction of primary studies in the classroom management research yielded 73 studies for inclusion that captured 76 different classroom management measures. We present an inclusive repository of measures from the field. Results revealed high levels of variability in aspects of both scales and observational measures across a range of domains assessed. We discuss our descriptive analysis of the landscape of classroom management measures and provide implications for future work.

Domain-specificity is a topic of debate within the field of creativity. To shed light on this issue, we conducted a meta-analysis of cross-domain correlations based on the Kaufman Domains of Creativity Scale (K-DOCS). To evaluate the model fit of one general factor versus two factors that encompass the primary K-DOCS subscales (Scholarly, Everyday, Artistic, Scientific, and Performance), we employed the one-stage meta-analytic structural equation modeling (OSMASEM) approach. Poor fit of these models would provide evidence of domain-specificity, as the proposed models would not outperform the independence model. Our analysis included 45 correlation matrices from 30 studies, with a total sample size of 31,136 participants. The results provided support for a general domain of creativity, as well as a two-factor solution consisting of Arts and Sciences factors. Among the subscales, the highest correlation was found between the Artistic and Performance domains (r = 0.478), while the smallest correlation was observed between the Everyday and Scientific domains (r = 0.178). Furthermore, moderator analyses incorporating age and gender revealed that the Scientific and Everyday subscales exhibited a stronger factor load in older participants compared to younger participants. Implications are discussed for research and practice.

This paper explores the facilitation of the emancipatory in an International Baccalaureate ("IB") context of privilege. It aligns with the idea that capitalism, even in welfare state democracies or 'do good' corporations, maintains the interests of the owners of capital. It is by nature unjust and exploitative and must conceal this injustice by securing a (spurious) legitimacy for itself. This makes a rare methodological contribution as the article provides critical 'meta-analysis' of IB research literature by prioritising work that affords insight into the lived reality within the IB-Sphere. It then triangulates this analysis through the work of German Social Philosopher Jürgen Habermas. This work provides a significant and timely contribution to 'franchised education' in the twenty-first Century, and will be of essential reading to scholars, policymakers and leadership whether involved in the IB, or active in the Neo Liberal spaces of education more generally: such as Multi Trust Academies, Free Schools, or Charter Schools. This is thanks to the lessons learned over nearly 60 years of educational franchise in a diverse and globalising sphere as presented here from IB research through critical analysis.

Embodied creativity research has begun to demonstrate that postures may boost creative performance depending on whether the creativity task requires either divergent or convergent thinking processes. Although a few studies have demonstrated that being in an expansive posture can benefit creative performance in a divergent-exploratory thinking task, empirical evidence is lacking on the positive effects of a contractive posture on creative performance in a convergent-integrative thinking task. The aim of this study was to test the hypothesis that sitting in a contractive posture requiring arm flexion to perform a convergent-integrative thinking task would lead to better creative performance than sitting in an expansive posture requiring arm extension. The results confirmed this hypothesis and suggest that creativity may be influenced by participants' sitting postures during a task. The findings provided new empirical evidence for embodied creativity based on the impact of body postures on creative thinking.

Structure reflects a variety of practices teachers use with the intent to guide students' behavior and increase academic success. A research synthesis was conducted on the role of classroom structure in the academic engagement, disengagement, competence beliefs, and achievement of preschool through high school students. A meta-analysis of 191 samples from 165 correlational studies revealed statistically significant correlations with achievement (0.11), engagement (0.28), and competence beliefs (0.22), and a statistically non-significant relationship with disengagement (-0.08). A meta-analysis of 71 samples from 46 structure intervention studies revealed a positive statistically significant average effect (g) on achievement (0.33), engagement (0.46), and disengagement (-0.34), but a statistically non-significant effect for competence beliefs (0.26). Consistent with a dual process model of engagement, associations were stronger for engagement than disengagement. Results related to variation suggested some universality, particularly across grade levels, and underscored the importance of emphasizing anticipatory strategies, minimizing the controlling aspects of structure, and considering the broader context, including the country context, income background of students, or whether structure is paired with other psychological supports. Methodological features also explained variation, highlighting the importance of using methods that center teachers' and students' experiences and align with the nature of the focal outcome.

The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = 0.77 (CI[subscript 95] [0.73 to 0.80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.

Background: Research on pedagogical models in physical education has exponentially increased over the last two decades [Casey, A., and D. Kirk. 2020. "Models-Based Practice in Physical Education." London: Routledge]. Moreover, several literature reviews on the effectiveness of the different pedagogical models have been conducted. Due to the large amount of research conducted on pedagogical models, there seems to be a need to organize and evaluate the existing evidence to assimilate the main ideas, produce higher-level synthesis of evidence and provide a more solid identification of strengths, weaknesses and gaps of this methodological approach. Purpose: To critically examine what is currently known on pedagogical models to provide a broader and contemporary picture on their implementation conducting an umbrella review. This paper aimed to answer the following research questions: (RQ1) Which pedagogical models have been systematically reviewed? (RQ2) Which strengths have been observed? (RQ3) Which weaknesses have been perceived? (RQ4) Finally, which research gaps have been identified? Method: The protocol was registered at the International Platform of Registered Systematic Review and Meta-Analysis Protocols (INPLASY) with the number 202130025 and the DOI number 10.37766/inplasy2021.3.0025. Review studies met the following inclusion criteria: (1) Peer-reviewed journal articles (Journal Citation Reports) published and written in English before 31 December 2020, (2) included participants from elementary, middle and/or high school, (3) conducted in the physical education context, and (4) interventions studies implementing one, several or combined pedagogical models. Exclusion criteria were (1) Not review studies, and (2) Not about pedagogical models' implementation. Findings and conclusion: Seventeen review articles were identified, involving 22,109 students (elementary, middle, high school), 1050 teachers and 171 preservice teachers. Two hundred and nine studies involved Sport Education, 84 Games-Centred Approach, 74 Cooperative Learning, 48 Teaching Personal and Social Responsibility, and 23 hybridizations among pedagogical models. A comprehensive literature synthesis is presented on the different pedagogical models and their learning outcomes. Findings showed strong evidence supporting the effectiveness of pedagogical models' implementation to improve students' learning in the different domains (cognitive, social, physical, affective). Nevertheless, some weaknesses were also uncovered by the umbrella review: "length of the implementation", "time for skilful play", "struggle to implement pedagogical models", "poor performance of student-coaches" and "model fidelity". Teachers and researchers must be aware of these weaknesses uncovered to conduct intervention programs that can really work and produce the claimed outcomes. Finally, reviews also identified several gaps in our understanding of pedagogical models: "individuals with special educational needs", "girls", "low-skilled children", "the dynamics of the peer-teaching tasks", "body expression" and "individual sports", and "what happens after the initial unit of implementation". They are all discussed to provide guidelines and future lines of research.

Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illustrate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review four ILSA data inclusion approaches (analytic steps, potential, challenges); (b) examine whether and how existing meta-analyses included ILSA data; and (c) provide a hands-on illustrative example of how to implement the four approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in student achievement. Ultimately, we outline the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.

Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studies aimed to determine the extent to which glosses can impact L2 vocabulary learning and the moderators that can mediate the results of meta-analytic studies. This study integrated meta-analytic studies with document co-citation analysis (DCA) to elicit a fine-grained view of the thematic associations of relevant citing studies with the issue of glosses and L2 vocabulary learning. To address this issue, 18 target studies (N = 2991 participants) were selected as the study sample. Results revealed that glosses had an overall large effect size on L2 vocabulary acquisition (Hedge's g = 1.27); however, the effect size varied from small to large, depending on the level of proficiency of the learners. Concerning the tests type moderator, the effect size was large for recognition test but medium for vocabulary recall test. Results of the DCA (18 cited articles and 802 citing articles) identified 10 core papers, with highly significant co-citations, and 257 citing references, indicating the highly thematic relatedness of the target studies, and citing references to the issue under investigation.

The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified 11 research studies involving students in Grades 1-6 that met the inclusion criteria for this meta-analysis. A total of 83 effect sizes (Hedges g, corrected for sample size bias) were extracted from these studies. These studies were double-coded for specific features (e.g., student age, student grade, type of automaticity training). We meta-analyzed the effect sizes using a multi-level meta-analytic model and examined whether the outcome measure type (comprehension or fluency) moderated the effects of automaticity training. We also analyzed for publication bias. The overall effect size for automaticity training of fundamental literacy component skills on reading fluency and comprehension was 0.28, although it was not statistically significant. Shifting units of analysis approach indicated there was a statistically significant effect found for reading fluency outcomes [g = 0.48 (CI = 0.23, 0.72)] but not for reading comprehension (ES = 0.17 ns). Limitations and recommendations for future research are discussed.

The purpose of this study is to "meta"-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through "meta"-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases (e.g., ERIC, Springer Link, Taylor & Francis, Wiley Online Library Full Collection, and Scopus) to find chemical bonding-intervention studies. Thus, it included 50 chemical bonding-based intervention papers (15 dissertations, 32 articles, and 3 proceedings). The current "meta"-analysis found that the overall effect-size of chemical bonding-based intervention studies was 1.007, which shows a "large" effect. Findings regarding moderator analysis displayed non-significant differences between educational levels and a statistically significant difference between the intervention types. This "meta"-analysis reveals that the chemical bonding-based intervention studies are effective at improving the participants' academic performance in terms of chemical bonding. Further, it denotes that when the abstract nature of chemical bonding is overlapped with the features of the intervention type, the interventions (e.g., cooperative learning and enriched learning environment with different methods) result in better academic performance. Since this study, like all "meta"-analyses, points out consistent and inconsistent findings among published research, further "meta"-analysis studies should be undertaken to resolve any contradictory findings.

Secure attachment has broad and long-lasting benefits for the development and wellbeing of a child. Conversely, disorganized attachment is associated with social, emotional, and behavioral problems in children, and later psychopathology. Children with a developmental delay or disability (DD) may be at greater risk of insecure or disorganized attachment than children without DD. This systematic review aims to: (1) synthesize the available evidence worldwide regarding attachment and children with DD; and (2) to examine the effectiveness of interventions employed to prevent or address attachment insecurity for this population. Peer reviewed articles with four-fold attachment classification data or attachment interventions for children with DD were included in the review. Seventeen databases were searched for studies published in English from January 1980 to January 2019. The systematic review protocol was registered a priori with PROSPERO (CRD42018117574). Twenty-three articles met the inclusion criteria, nine containing strange situation procedure (SSP) data and 14 relating to interventions. Meta-analysis was conducted with data from six of the SSP articles (n = 215). The remaining articles were reviewed narratively. Results indicate that children with DD are significantly less likely to develop a secure attachment and significantly more likely to develop a disorganized attachment than children without DD. Emerging research indicates promise that early intervention may be effective in improving attachment security.

Children's fears have received scholarly attention for well over 50 years. A considerable amount of literature has focused on such fear variables as fear intensity and fear prevalence scores and age and gender differences. We used meta-analysis to systematically review the findings related to gender differences in children's fear intensity scores and fear prevalence scores and to examine the moderator effect of sample, year of study, and type of instrument on gender differences. Research studies that used the Fear Survey Schedule for Children (FSSC) or an updated version of the FSSC, were included in this meta-analysis. The findings from 58 intensity and 17 prevalence studies suggest that females have 11.4% higher total fear scores than males and females have 7.2% more fears than males. Results of sub-group analyses indicate that moderator variables of sample, year of publication, and type/version of FSSC cause significant variability in gender differences.

Adolescence is a critical developmental period that is marked by drastic changes in face recognition, which are reflected in patterns of bias (i.e., superior recognition for some individuals compared to others). Here, we evaluate how race is perceived during face recognition and whether adolescents exhibit an own-race bias (ORB). We conducted a Bayesian meta-analysis to estimate the summary effect size of the ORB across 16 unique studies (38 effect sizes) with 1,321 adolescent participants between the ages of ~10-22 years of age. This meta-analytic approach allowed us to inform the analysis with prior findings from the adult literature and evaluate how well they fit the adolescent literature. We report a positive, small ORB (Hedges's g = 0.24) that was evident under increasing levels of uncertainty in the analysis. The magnitude of the ORB was not systematically impacted by participant age or race, which is inconsistent with predictions from perceptual expertise and social cognitive theories. Critically, our findings are limited in generalizability by the study samples, which largely include White adolescents in White-dominant countries. Future longitudinal studies that include racially diverse samples and measure social context, perceiver motivation, peer reorientation, social network composition, and ethnic--racial identity development are critical for understanding the presence, magnitude, and relative flexibility of the ORB in adolescence.

Research syntheses that evaluate bilingual program effectiveness have grown exponentially since the 1980s. Contradictory to earlier anti-bilingual findings, these research syntheses, including statistical meta-analyses, have converged on findings supporting L1 teaching. This study examines the methodological soundness of eight statistical meta-analyses to provide methodology validation to this convergence conclusion. It examines the extent to which important methodological assumptions and conditions meta-analysis builds on are adequately considered and addressed. This examination lends some methodological support to the certainty of L1 teaching's positive impact. However, it also reveals some concerns, particularly regarding the source of primary studies that these meta-analyses include, consideration of primary studies' heterogeneity and meta-analyses' reporting gaps. Based on these findings, I recommend updating research about bilingual program effectiveness, giving greater attention to heterogeneity and developing reporting standards for future meta-analyses.

Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, we synthesize the existing literature on science and engineering teaching self-efficacy to (1) explore trends in science and engineering teaching self-efficacy research, (2) identify current gaps that exist in the literature, and (3) propose a visual model to provide future direction in research. Utilizing a qualitative meta-synthesis, we analyzed 88 articles focused on science and engineering teaching self-efficacy. Of these articles, 66 studied preservice teachers, 21 studied inservice teachers, and one included both preservice and inservice teachers. Findings indicate that the diversity of teacher education programs, both across the United States and globally, offers a rich context for considering a range of programmatic features that impact elementary teachers' science and engineering teaching self-efficacy. While efforts to increase self-efficacy span across preservice preparation courses and inservice professional development programs, details concerning the contexts in which science and engineering teaching self-efficacy develop are often limited, making it difficult to claim that gains in self-efficacy are lasting. Based on the meta-synthesis of the existing research findings and gaps in the literature, we offer recommendations to assist researchers and curriculum developers involved in preservice or inservice programs to address the persisting challenges related to science and engineering teaching self-efficacy. The implications for future research and practice in multiple contexts, such as educator preparation programs, teaching, and professional development that target increases in teacher self-efficacy, are discussed.

The purpose of this research was to compare the performances of the Fixed Effect Model (FEM) and the Random Effects Model (REM) in the meta-analysis studies conducted through 5, 10, 20 and 40 studies with an outlier and 4, 9, 19 and 39 studies without an outlier in terms of estimated common effect size, confidence interval coverage rate and heterogeneity measures. In this descriptive study, real data set consisting of different studies examining teachers' emotional burnout in terms of gender were used and a total of 72 meta-analyses were performed with R program. The results indicated that REM was more advantageous when compared to FEM for the meta-analysis of data sets with an outlier. On the other hand, without an outlier, it was determined that the common effect size was generally estimated to be similar for all methods. Moreover, the increase in the number of studies included in the meta-analysis reduced the effect of the outlier on the effect size estimation and decreased the heterogeneity. When the examination of the confidence interval coverage accuracy rates of the meta-analysis methods was examined, it was concluded that the confidence intervals included the estimated effect sizes in all data sets and all methods. The findings of the current study showed that the methods used in meta-analysis studies with 20 or more studies were less affected by the outlier runs in the estimated common effect size.

This study aimed to evaluate the research in the use of the gamification method in English language teaching. In this study, thirty-eight researches were evaluated. For this purpose, the Council of Higher Education National Thesis Center and Google Academic databases were used to reach research in the use of the gamification method in English language teaching. The sample of this study consisted of twenty-two master's theses, fourteen articles, and two dissertations. The studies were classified and analyzed regarding the type of research, year of publication, method of research, sample, data collection tool and duration of research. Findings show that studies in our country about the subject were primarily at the master's level, and they were carried out using quantitative methods. Findings also show that the number of studies about the subject has been rising only in recent years, and university students were mostly chosen as a sample. Different data collection tools were found to be used in future studies.

Improving self-efficacy in the learning process of Mathematics is very important as the key to success in learning Mathematics. Self-efficacy in learning mathematics is a belief in one's ability to solve mathematical problems. Many studies have been conducted on the relationship between self-efficacy and students' mathematics learning ability in Indonesia. However, there are different representations or conclusions regarding the results of this study. Therefore, this study aims to examine the relationship of self-efficacy to students' mathematics learning ability in Indonesia using a meta-analysis approach. This study analyzed 40 research publications in national and international journals that were screened with certain eligibility criteria. The effect size in this study was determined by an acceptable 95% confidence level. To support the accuracy of the calculations used JASP software. The results of the study found that the effect size value generated by using the random-effect model estimation in the research analyzed was (M* = 0.65) with the lower limit of the confidence interval (LLM* = 0.51) and the upper limit of the confidence interval (ULM* = 0.80). This correlation measure is included in the strong category. These findings indicate that there is a positive and significant relationship between self-efficacy and students' mathematics learning ability in Indonesia. This means that the higher the self-efficacy, the higher the mathematical ability, and the lower the self-efficacy, the lower the mathematical ability. These findings will provide a solid theoretical foundation to improve students' mathematical achievement in the future.

Cooperative learning takes place when students work together in small groups to help each other comprehend a subject. This meta-analysis aims to determine the impact of cooperative learning on vocational high school students' mathematics learning results compared to those that pertain to conventional learning. Data from 22 research studies, including the sample size, standard deviation, and mean for both the experimental and control groups and other information, were collected using descriptive analysis. The data analysis technique used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, effect size calculation, summary effect calculation using a random-effects model, and identification of publication bias. The results showed that the effectiveness of cooperative learning was 0.89, which gave a medium effect on the mathematics learning outcomes of vocational high school students. The cooperative learning model also provides a measure of higher effectiveness in grade 11 than grade 10 and learning at a sample size of 1-30 students compared to more than 30 students. The effectiveness of cooperative learning on mathematics learning outcomes in the medium effect category, on the other hand, is dependent on grade level variables and sample size. This meta-analysis research provides information to teachers in Indonesia to implement cooperative learning based on the level and number of students in the class to improve the mathematics learning outcomes of vocational high school students.

Gaming is a natural process for the child, and with the play therapy technique used in this process, opportunities are offered to the child to express their problems and emotions by playing. Play therapy is used in many studies with children. The number of studies conducted on the effectiveness of play therapy in Turkey is increasing with each passing day. In this study, experimental graduate studies related to the play therapy education program from the past to the present (1987-2020) were examined and the results were brought together. A total number of 38 master's and 8 doctoral studies were reached in the YÖK (Council of Higher Education) thesis center related to the subject, but only 7 studies in accordance with the inclusion criteria were analyzed with meta-analysis method. While examining the postgraduate studies, care was taken toward the existence of an experimental and control group in which play therapy was applied. The studies in which play therapy was applied to the experimental group but not the control group were included in this study. In order to calculate the effect sizes, average (X), standard deviation (SS) and sample size (N) values from master's theses were processed in the Excel program. Later, CMA (Comprehensive Meta Analysis) statistical program was used for the analysis required for the study, "Hedges's g" was used to calculate the effect size and the Excel program was used for the collection-processing of the data. As a result of the research, it was found that the effect size of play therapy on children's behaviors has an excellent effect size. It was concluded that 5 of the studies included in the study were excellently effective, 1 was moderately effective, and 1 was broadly effective. These limited studies provide information that play therapy has a positive effect on children.

In this research, a meta-analysis study was conducted to determine the effect of student and teacher-centered practices in science lessons on students' scientific process skills. To this end, the literature related to the studies conducted in Turkey and abroad was searched. For this purpose, articles, master's, and doctoral theses published between 1999-2020 in national and international databases were scanned. As a result of the literature review, it was deemed appropriate to include a total of 100 studies in the meta-analysis. In the meta-analysis study, subgroup analysis was performed in the fields of science, publication year, education levels, sample size, application period and publication types. As a result of the meta-analysis, it was determined that student-centered practices had a positive effect on students' SPS in science lessons compared to teacher-centered ones. It was also found out that 93 of the 100 studies included in the study had a positive effect size and 7 had a negative effect size value. Of the positive studies, 6 were at the level of weak effect, 23 at the level of small effect, 21 at the level of medium effect, and 43 at the level of large effect. In light of the findings obtained, student-centered practices in science education appear to have a stronger effect on developing students' scientific process skills than teacher-centered practices.

The objective of this study is to ascertain the effects of immersive virtual reality environments on students' academic achievement utilizing quantitative and qualitative approaches. First, databases of Web of Science, Google Scholar, ERIC, Proquest, YÖK Thesis Center, and ULAKBIM of Turkey were searched, and 31 studies (23 journal papers and 8 theses) were selected for the meta-analysis. In this context, the overall effect size on students' academic achievement was analyzed with the CMA program using subject area and grade level moderator variables. In the second part, content analysis was performed using the ATLAS.ti program for 8 studies selected for the meta-thematic analysis. it was found that immersive virtual reality environments had a positive, moderate (d = 0.526) effect on students' academic achievement. After the meta-thematic analysis, it was observed that immersive virtual reality environments had many positive effects on students' cognitive, affective, and psychomotor skills and that created a perception of reality and sense of presence in students, facilitates learning, increases motivation, creates a safe and interactive learning environment and make many contributions to learning. In addition, it was determined that there may be problems such as technical problems and health problems during the environments, and it was stated that measures should be taken.

School administrators' leadership characteristics are crucial in creating a learning school. Therefore, this study aimed to examine the relationship between transformational leadership characteristics and the learning school using meta-analysis. For this purpose, individual studies suitable for inclusion criteria were determined. In this context, we examined the studies between the years 2000 and 2020 on the relationship between school administrators' transformational leadership characteristics and learning schools. Studies including correlation coefficient, t value, and sample size were covered to calculate the effect size required for meta-analysis. A total of 20 effect sizes were included in the 19 studies. In the study, analyses of forest plots, publication bias, heterogeneity, and subgroup tests were performed. The random-effects model conducted in the study determined that the overall effect size was positive and strong. The subgroup analysis showed that the country variable was the source of heterogeneity in effect sizes, while the publication type was not. The study revealed that leadership characteristics are significant predictors of learning school and one of the most critical leadership styles to create a learning school is transformational leadership. Policymakers and practitioners have essential duties in transforming schools into learning schools. Therefore, school administrators who want to turn their schools into learning organizations should always be supported by those who produce education policies.

Multiple baseline (MB) designs are becoming more prevalent in educational and behavioral research, and as they do, there is growing interest in combining effect size estimates across studies. To further refine the meta-analytic methods of estimating the effect, this study developed and compared eight alternative methods of estimating intervention effects from a set of MB studies. The methods differed in the assumptions made and varied in whether they relied on within- or between-series comparisons, modeled raw data or effect sizes, and did or did not standardize. Small sample functioning was examined through two simulation studies, which showed that when data were consistent with assumptions the bias was consistently less than 5% of the effect size for each method, whereas root mean squared error varied substantially across methods. When assumptions were violated, substantial biases were found. Implications and limitations are discussed.

The goal of this research is to conduct a comprehensive assessment and analysis of the possibilities and understanding of how Flipped Learning (FL) instruction influences the ability to transfer information and skill-based learning. The instructional practices in the ESL context have been striving to shift from being teacher-centered to student-centered. The emerging technologies have paved the way for ESL educators to consider flipped learning to attain their learning objectives. Therefore, this study aims to review the existing literature about FL approach in the ESL context and provides instruction guidance for ESL educators. This paper synthesises quantitative and qualitative research works done globally related to flipped learning in the ESL context. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is used for selection, screening, and reporting purposes. For this study, selected articles published within seven years and three months of time frame (2014-2021) were analysed, and 29 articles were included for a thorough analytic evaluation. It is found that there is an increased prevalence of flipped learning in the ESL context after the year 2014. The analysis revealed that 75% of the research on Flipped Learning in the ESL context focused on students' language skills, engagement, and achievement. Researchers noticed a lack of empirical data as only 25% of the 43 studies provided data on the effects of the FL, which indicates that there is still a shortage of thorough research on FL in the field of ESL.

Currently, masses of studies on mathematics learning getting to know have been discovered in numerous literatures supported by the use of blended learning model. This meta-analysis study aims at determining the overall effect of using blended learning. This study analyses 36 effect sizes from ERIC documents, Google scholar, and repositories from 2012 to 2021, overlaying a total of 1255 students. To support calculation accuracy, JASP software is used. effect size is decided with an appropriate confidence level of 95%. This study found that the effect size generated using the random effects model was 1.269 (Very High Effect). This finding shows that on average, students in Indonesia who use blended learning effectively can improve their math skills. This study finds out how far the effect of the use of blended learning on students' mathematical abilities and provides information for the use of the next blended learning model.

A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective.