Effects of the Attributes of Educational Interventions on Students’ Academic Performance

125 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

How Methodological Features Affect Effect Sizes in Education (2016, methodology): “Second, researcher-developed measures are more likely to be used in small-scale studies, while standardized tests, which may be less sensitive to treatments, are often used in large-scale studies (de Boer et al., 2014; Edmonds et al., 2009; Li & Ma, 2010; Scammacca et al., 2007).”
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, result): “We are not aware of a similar large scale study of educational outcomes, but Gersten et al. (2009) found smaller effect sizes of mathematics interventions interventions in RCTs compared with QES, whereas de Boer et al. (2014) found the opposite examining learning strategy instruction interventions.”
Effective Programs in Elementary Mathematics: A Meta-Analysis (2021, background): “Cheung & Slavin (2016) and de Boer et al. (2014) found that quasiexperiments across all subjects and grade levels, PK-12, produce a significantly higher effect size than randomized studies, on average, although others, such as Lipsey & Wilson (2001), have not found this difference.”