Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations

By R. Slavin. 2008

565 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/dad58f73341afafc19cb9681fb8aa591d8a9385d

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In Education

In Management Science and Operations Research

Citations in the corpus

Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, background): “Nonetheless, as noted by Slavin (2008), although analyzing data at the child level when randomization was done at the classroom level is discouraged by methodologists (Donnor & Klar, 2000) because the findings can exaggerate statistical significance, ‘‘… their effect sizes are unbiased (Raudenbush…”
Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities* (2011, background): “The logistics of implementing a rigorous and “highquality” intervention research study in multiple schools that can contribute to our understanding of what constitutes “evidence-based” instruction are challenging at the very least (see Slavin, 2008).”
The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, methodology): “Federal policies have begun to advocate evidence-based reform—in which the adoption of programs or practices is based on rigorous research conducted with methods derived from the medical and natural sciences, particularly experiments in which subjects are randomly assigned to treatments (Slavin, 200”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “Slavin (2008) advised a duration of at least 12 weeks for an intervention, as changing one’s teaching practices is known to be difficult and time consuming (Loucks-Horsley & Matsumoto, 1999).”
Effective Programs for Struggling Readers: A Best-Evidence Synthesis. (2009, methodology): “Slavin (2008) proposed a rating system intended to balance methodological quality, weighted mean effect sizes, sample sizes, and other factors, and this system was applied in all previous best-evidence syntheses.”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “As Slavin (2008) pointed out, this has the potential to bias outcomes in favor of the experimental group.”
Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, methodology): “These reviews used an adaptation of a technique called best evidence synthesis (Slavin, 2008), which seeks to apply consistent, well-justified standards to identify unbiased, meaningful information from experimental studies, and pool effect sizes across studies in substantively justified categories.”
The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020, unknown): “We included studies with controlled designs as well as pre-post-test designs, and this became a moderator to investigate any diﬀerences related to design (Slavin, 2008).”
How Methodological Features Affect Effect Sizes in Education (2016, background): “Randomized quasiexperiments, in which too few clusters are randomly assigned to allow for analysis at the cluster level (Slavin, 2008), were counted as quasi-experiments.”
An Application of the What Works Clearinghouse Standards for Evaluating Single-Subject Research (2013, background): “The adoption of effective practices, however, requires that scientifically valid treatment options are distinguished from those lacking sufficient empirical support (Slavin, 2008).”
Unraveling Evidence-Based Practices in Special Education (2013, background): “A myriad of organizations and approaches for identifying EBPs exist in education and related disciplines (Cook et al., 2011; Mayer, 2011; Slavin, 2008), each with their own take on what is necessary for a practice to be considered evidence based.”
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts (2017, background): “interventions, thus maximizing government investments and benefits for students across the school years (Slavin, 2008).”
Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “Controlling for pretest differences can help alleviate potential bias (Slavin, 2008), which 46 studies (43%) did, including 30 studies measuring the impact of flipped learning on achievement (see Appendix H).”
An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes (2015, background): “When there is sufficient evidence to support that an intervention produces more learning than the control condition, it may be considered evidence based, scientifically supported, or empirically validated (What Works Clearinghouse, 2014).”
Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis (2009, methodology): “It does not weight by sample size, and many of its conclusions are based on atypical effect sizes from studies with sample sizes as small as 46 (see Slavin, 2008).”