Search results for author:"Robert E. Slavin"
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Educational Evaluation and Policy Analysis Vol. 13, No. 1 (1991) pp. 1–11
Evaluations of IBM's Writing to Read program for kindergartners and first graders are reviewed. The 21 kindergarten studies evidenced a median effect size of 0.23; however, in many cases this effect may be a result of comparisons with nonacademic...
School Effectiveness and School Improvement Vol. 24, No. 4 (2013) pp. 383–391
This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with...
Review of Educational Research Vol. 78, No. 3 (September 2008) pp. 427–515
This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements...
This paper reviews research on effective pull-out programs for elementary students who are at risk for school failure. The emphasis is on programs that can be readily replicated by schools other than those that developed them. The focus is on...
Journal of Education for Students Placed at Risk Vol. 18, No. 3 (2013) pp. 169–176
This article presents recent developments in Success for All, a whole-school reform approach for high-poverty schools. These include incorporation of Common Core standards, technology-enhanced methods for teaching and tutoring, and extensive use of...
Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis
Reading Research Quarterly Vol. 48, No. 3 (2013) pp. 277–299
This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high...
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis
Educational Research Review Vol. 9, No. 1 (June 2013) pp. 88–113
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high...
Review of Educational Research Vol. 79, No. 2 (2009) pp. 839–911
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...
How features of educational technology applications affect student reading outcomes: A meta-analysis
Educational Research Review Vol. 7, No. 3 (December 2012) pp. 198–215
The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The...
Journal of Research in Science Teaching Vol. 51, No. 7 (September 2014) pp. 870–901
This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration...
Reading Research Quarterly Vol. 43, No. 3 (2008) pp. 290–322
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula; (2) mixed-method models (methods that combine large-and small...
Educational Research Review Vol. 6, No. 1 (2011) pp. 1–26
This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5–10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted...
Journal of Educational Psychology Vol. 98, No. 1 (February 2006) pp. 232–237
Embedded multimedia refers to teaching methods that embed video content within teachers' lessons. The research of Mayer and others has suggested that multimedia instruction can enhance learning by using the capacity of both visual and verbal memory...
Bette Chambers; Philip Abrami; Bradley Tucker; Robert E. Slavin; Nancy A. Madden; Alan Cheung; Richard Gifford
Journal of Research on Educational Effectiveness Vol. 1, No. 2 (2008) pp. 120–137
This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with...
Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders
Elementary School Journal Vol. 111, No. 4 (June 2011) pp. 625–640
This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study,...
Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip C. Abrami; Bradley J. Tucker; Alan Cheung; Richard Gifford
Elementary School Journal Vol. 109, No. 1 (September 2008) pp. 1–15
This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with...