Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis
Review of Educational Research Volume 79, Number 2, ISSN 0034-6543
This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect sizes were very small for mathematics curricula and for computer-assisted instruction. Positive effects were found for two cooperative learning programs. Outcomes were similar for disadvantaged and nondisadvantaged students and for students of different ethnicities. Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have more promise than those emphasizing textbooks or technology alone. (Contains 1 note and 4 tables.)
Slavin, R.E., Lake, C. & Groff, C. (2009). Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Review of Educational Research, 79(2), 839-911.
Cited ByView References & Citations Map
Multifaceted Technology-Based Algebra Instruction Versus Traditional Methods: An Achievement Comparison
Jamie Wood & Devin Schulze, Pittsburg State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1479–1481
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.