1,721,084 research outputs found
Slavin, Robert E., On Making a Difference, Educational Researcher, 19(April, 1990), 30-34; 44.*
No full textDistinguishes between complex, variable-like, and fuzzy models for educational research and explains why models matter
A Synthesis of Quantitative Research on Programs For Struggling Readers in Elementary Schools
No full textThis article reviews research on the outcomes of diverse reading programs on the achievement of struggling readers in elementary schools. Sixty-five studies of 51 different programs met rigorous standards. Eighty-three percent were randomized experiments and 17% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole-class approaches (mostly cooperative learning) and whole-class/whole-school approaches incorporating tutoring for struggling readers obtained outcomes for struggling readers as large as those found for all forms of tutoring, on average, and benefitted many more students. Technology-supported adaptive instruction did not have significant positive outcomes for struggling readers, however. In agreement with previous reviews, this synthesis found that substantial impacts can be obtained for struggling readers with interventions aligned within a response to intervention network
Effective Programs in Elementary Mathematics: A Meta-Analysis
Get PDFThis article reviews research on the achievement outcomes of elementary mathematics programs. 87 rigorous experimental studies evaluated 66 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs (ES=+0.20, k=22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning) (ES=+0.19, k=7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (non-digital) curricula (ES=+0.12, k=7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects
A CORRELATION BETWEEN LEARNING MOTIVATION AND VOCABULARY MASTERY AND READING COMPETENCE
Get PDFThis research is aimed to find out: (1) whether there is any correlation between learning
motivation and reading competence; (2) whether there is any correlation between vocabulary
mastery and reading competence; and (3) whether there is any correlation between learning
motivation and vocabulary mastery simultaneously and reading competence. The research is
carried out at SMP Negeri 4 Surakarta. The research is conducted from January – April 2012 in
the second grade students, academic year 2011-2012. The data of the research is collected using
questionnaire to collect the data of students’ learning motivation and test to collect the data of
vocabulary mastery and students’ reading competence. The data are then being analyzed using
simple correlation and multiple linear regression. The research findings show that (1) There is
significant positive correlation between learning motivation and reading competence (r
= 0.735
> r table = 0.206); (2) There is significant positive correlation between vocabulary mastery and
reading competence (0.710 > 0.206; (3) There is a significant positive correlation between
learning motivation and vocabulary mastery simultaneously and reading competence (F
observation 91.931 > F table 3.11).
Keywords: Learning Motivation, Vocabulary Mastery, Reading Competenc
Slavin, Robert E., Design Competitions: A Proposal for a New Federal Role in Educational Research and Development, Educational Researcher, 26 (January/February, 1997), 22-28.*
No full textRecommends the establishment of USDE research and development program to evaluate educational programs by third-party design competitions
Slavin, Robert E., Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews, Educational Researcher, 15(November, 1986), 5-11.
No full textDescribes several principles for establishing a priori criteria for inclusion of studies in this alternative approach to research synthesis (germaneness, methodological adequacy, valuing both external and internal validity, noting examples of excluded studies); discusses computation and pooling of effect sizes; gives an example of formats for presenting best-evidence syntheses
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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