A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States

By Carolyn Schroeder, Timothy Scott, H. Tolson, Tse-Yang Huang, Yi-Hsuan Lee. 2007

515 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9d88dfe0e6dc827db06e3bdda0b9544585b8768c

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In Education

Citations in the corpus

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes (2011, background): “Although Schroeder et al. (2007) found that instructional technology strategies and enhanced material strategies ranked lower in the meta-analysis of studies conducted with the general student population, these strategies still had significant effect sizes.”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, background): “…passive methods, active learning led to superior student learning outcomes (Lambert & McCombs, 1998; National Research Council, 1996; Prince, 2004; Schroeder et al., 2007; Smith, Sheppard, Johnson, & Johnson, 2005), other studies found either the opposite effect (e.g., Kirschner, Sweller, &…”
The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data (2015, background): “in science inquiry activities? This issue of the level of openness of inquiry teaching, or the amount of guidance provided to students in inquiry teaching, has been noted by Schwab (1962), elaborated by Herron (1971).”
PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE (2015, methodology): “Effect sizes (ES) are given when applicable and according to Schroeder’s recommendations (Schroeder et al., 2007).”
Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, background): “For example, a metaanalysis by Schroeder et al. (2007) reported mean effect sizes ranging from +0.”
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “Experimental and quasi-experimental studies have indicated that learning environments designed after these principles have the potential to foster students’ engagement, resulting in better learning results and favorable motivational development (eg, Hardy et al, 2006 ; Hickey, Moore, & Pellegrino, ”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, unknown): “By contrast, Schroeder et al. (2007) in their meta-analysis, where 47 out of 62 achievement tests were locally constructed, found no difference in outcome ( d ¼ 0.73 and d ¼ 0.75 resp.).”