Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes

2021 ◽  
pp. 074193252110542
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste ◽  
Lisa Didion ◽  
Peng Peng
Keyword(s):  
Meta Analysis ◽  
Future Research ◽  
Data Literacy ◽  
Positive Effects ◽  
12Th Grade ◽  
Literacy Training ◽  
Training Format ◽  
Comprehensive Search ◽  
Instructional Decision ◽  
K 12

This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? and (c) Do training characteristics moderate the effects of training? A comprehensive search of research conducted between 1975 and 2019 yielded 33 studies with 163 effect sizes that met inclusion criteria. Using a random effects model, findings demonstrated significant positive effects on knowledge and skills, g = .67, 95% confidence interval (CI) = [0.40, 0.93], and beliefs, g = .48, 95% CI = [0.17, 0.79]. A collaborative training format significantly and positively moderated effects. Implications for teacher trainings and the design of future research are discussed.

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

2020 ◽  
Vol 90 (3) ◽  
pp. 420-456 ◽  
Author(s):  
Jessica R. Toste ◽  
Lisa Didion ◽  
Peng Peng ◽  
Marissa J. Filderman ◽  
Amanda M. McClelland
Keyword(s):  
Reading Achievement ◽  
Meta Analysis ◽  
Reading Performance ◽  
Sample Type ◽  
Active Engagement ◽  
12Th Grade ◽  
Analytic Review ◽  
Comprehensive Search ◽  
K 12 ◽  
Published Research

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.

Comparison of Frenotomy Techniques for the Treatment of Ankyloglossia in Children: A Systematic Review

2020 ◽  
Vol 163 (3) ◽  
pp. 428-443
Author(s):  
Usman Khan ◽  
Jake MacPherson ◽  
Michael Bezuhly ◽  
Paul Hong
Keyword(s):  
Rating Scale ◽  
Pediatric Population ◽  
Meta Analysis ◽  
Numeric Rating Scale ◽  
Assessment Tools ◽  
Future Research ◽  
Randomized Controlled ◽  
Comprehensive Search ◽  
High Level ◽  
Numeric Rating

Objective To compare the effectiveness of conventional (CF), laser (LF), and Z-plasty (ZF) frenotomies for the treatment of ankyloglossia in the pediatric population. Data Sources A comprehensive search of PUBMED, EMBASE, and COCHRANE databases was performed. Review Methods Relevant articles were independently assessed by 2 reviewers according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Results Thirty-five articles assessing CF (27 articles), LF (4 articles), ZF (3 articles), and/or rhomboid plasty frenotomy (1 article) were included. A high level of outcome heterogeneity prevented pooling of data. All 7 randomized controlled trials (RCTs) were of low quality. Both CF (5 articles with 589 patients) and LF (2 articles with 78 patients) were independently shown to reduce maternal nipple pain on a visual analog or numeric rating scale. There were reports of improvement with breastfeeding outcomes as assessed on validated assessment tools for 88% (7/8) of CF articles (588 patients) and 2 LF articles (78 patients). ZF improved breastfeeding outcomes on subjective maternal reports (1 article with 18 infants) only. One RCT with a high risk of bias concluded greater speech articulation improvements with ZF compared to CF. Only minor adverse events were reported for all frenotomy techniques. Conclusions Current literature does not demonstrate a clear advantage for one frenotomy technique when managing children with ankyloglossia. Recommendations for future research are provided to overcome the methodological shortcomings in the literature. We conclude that all frenotomy techniques are safe and effective for treating symptomatic ankyloglossia.

A-54 The Relationship between Age and MMSE Performance Amongst Individuals with Heart Failure

2021 ◽  
Vol 36 (6) ◽  
pp. 1096-1096
Author(s):  
Natasha Nemanim ◽  
Nicholas Lackey ◽  
Eric J Connors ◽  
Alexander O Hauson ◽  
Anna Pollard ◽  
...  
Keyword(s):  
Heart Failure ◽  
Meta Analysis ◽  
Included Study ◽  
Effect Sizes ◽  
Medium Effect ◽  
Future Research ◽  
Global Cognition ◽  
Meta Regression ◽  
K 12 ◽  
The Impact

Abstract Objective A previous meta-analysis assessing the impact of heart failure (HF) on cognition found the HF group performed more poorly than the healthy control (HC) on global cognition measures. The study observed a medium effect and moderate heterogeneity when using the Mini-Mental Status Examination (MMSE) to measure HF’s impact on global cognition. The current meta-regression explores whether the mean age of the HF group moderates performance on the MMSE when comparing HF patients to HC. Data Selection Two researchers independently searched eight databases, extracted data, and calculated effect sizes as part of a larger study. Inclusion criteria were: (a) adults with a diagnosis of HF, (b) comparison of HF patients to HC, and (c) adequate data to calculate effect sizes. Articles were excluded if patients had other types of organ failure, the article was not available in English, or there was a risk of sample overlap with another included study. Twelve articles (HF n = 1166 and HC n = 1948) were included. The unrestricted maximum likelihood computational model was used for the meta-regression. Data Synthesis Studies included in the meta-regression evidenced a statistically significant medium effect size estimate with moderate heterogeneity (k = 12, g = 0.671, p &lt; 0.001, I2 = 80.91%). The meta-regression was statistically significant (slope = −0.023, p = 0.0022, Qmodel = 5.26, df = 1, p = 0.022). Conclusions Individuals with HF performed more poorly on the MMSE than HC. Larger effect sizes on the MMSE were observed in studies with participants who were younger compared to studies with participants who were older. Future research should continue to delineate the impact of age on global cognition in individuals with HF.

scholarly journals The Psychosocial Effects of Taekwondo Training: A Meta-Analysis

2021 ◽  
Vol 18 (21) ◽  
pp. 11427
Author(s):  
Yu-Jin Kim ◽  
Seung-Hui Baek ◽  
Jong-Beom Park ◽  
Sang-Hwan Choi ◽  
Jae-Don Lee ◽  
...  
Keyword(s):  
Intervention Studies ◽  
Positive Impact ◽  
Meta Analysis ◽  
Future Research ◽  
School Life ◽  
Psychosocial Effects ◽  
Cross Sectional ◽  
Positive Effects ◽  
Martial Art ◽  
International Sport

Taekwondo is a Korean martial art and international sport, and its psychosocial benefits for its trainees have been studied extensively. This review aims to systematically assess and meta-analyze the effects of Taekwondo training on sociality, character, etiquette, and school life adjustment. We searched the RISS, NDSL, and KISS electronic databases between January 1985 and December 2019. We also included gray literature, such as theses, in addition to peer-reviewed articles. R software (version 3.6.2, R Core Team, Vienna, Austria) was used to synthesize the effect sizes and perform moderation analyses. Twenty-eight studies (24 cross-sectional and four intervention studies) were included in the final meta-analysis. Significant positive effects of Taekwondo training were found on sociality (MD = 0.266, 95% CI: 0.191 to 0.341), character (MD = 0.446, 95% CI: 0.331–0.560), etiquette (MD = 0.562, 95% CI: 0.500–0.624), and school life adjustment (MD = 0.308, 95% CI: 0.195–0.421). Overall, the findings of this meta-analysis support that Taekwondo can have a positive impact on the psychosocial factors of trainees. Due to several limitations discussed, well-designed RCTs and multiple levels of Taekwondo intervention studies should be conducted in future research to validate the current findings.

scholarly journals Mindfulness-Based Interventions for Teachers: A Meta-Analysis of the Emerging Evidence-Base

2018 ◽  
Author(s):  
David A. Klingbeil ◽  
Tyler L Renshaw
Keyword(s):  
Occupational Stress ◽  
Classroom Climate ◽  
Variance Estimation ◽  
Meta Analysis ◽  
Evidence Base ◽  
Self Report ◽  
Clinical Samples ◽  
Future Research ◽  
Negative Consequences ◽  
Positive Effects

Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although previous meta-analytic reviews synthesized the effects of MBIs for healthy and clinical samples of adults, this study was the first to synthesize the effects of MBIs for teachers (grades pre-K through 12). A total of 347 effect sizes from 29 studies (N = 1,493) were synthesized using meta-regression with robust variance estimation. Overall, MBIs had a medium treatment effect on teacher outcomes (g = .601, SE = .089). Visual and statistical evidence of publication bias suggested this estimate may be positively biased. Three potential study-level moderators for overall effects were also examined, but none were statistically significant. MBIs were associated with small-to-medium positive effects on therapeutic processes and therapeutic outcomes. MBIs had the smallest effects on measures of classroom climate and instructional practices. Overall, findings were similar to other meta-analytic reviews of MBIs for non-clinical adult populations and working professionals. The literature on MBIs for teachers appears to have similar gaps as research on MBIs for adults (e.g., Davison &amp; Kaszniak, 2015), including the primary use of self-report measures, the lack of active treatment comparisons, and rare reporting of treatment fidelity data. Directions for future research and implications are discussed. [*Note: Supplemental online materials cited in the paper are included in the preprint document following the main paper.]

Use of Mobile Devices for English Language Learner Students in the United States

2017 ◽  
Vol 56 (4) ◽  
pp. 538-562 ◽  
Author(s):  
Min Wook Ok ◽  
Katherine T. Ratliffe
Keyword(s):  
United States ◽  
Mobile Devices ◽  
English Language Learner ◽  
Methodological Quality ◽  
English Language ◽  
The United States ◽  
Language Learner ◽  
Future Research ◽  
12Th Grade ◽  
K 12

Mobile devices have become widely used in K-12 education settings for teaching diverse students. We comprehensively reviewed 11 studies published between 2005 and 2016 that examined the use of mobile devices for teaching K-12th grade English language learner students in the United States. We also examined the methodological quality of the studies. Results of the review indicated promising effects from using mobile devices for teaching K-12th grade students who are learning English. Using the devices for instruction led to improved learning, self-efficacy, and engagement and increased students’ time with the academic content. Results of the review also indicated that additional studies are needed with improved methodological quality. We discussed directions for future research and implications for practice.

The Impact of Theory in HPV Vaccination Promotion Research: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 089011712110125
Author(s):  
Xizhu Xiao ◽  
Danielle Ka Lai Lee ◽  
Rachel Min Wong ◽  
Porismita Borah
Keyword(s):  
Systematic Review ◽  
Data Extraction ◽  
Meta Analysis ◽  
Hpv Vaccination ◽  
Future Research ◽  
Comprehensive Overview ◽  
Promotional Strategies ◽  
K 12 ◽  
Theory Use ◽  
The Impact

Objective: Numerous studies examined HPV vaccination promotional strategies. However, an overview of theory use, a synthesis of strategies’ effectiveness and an examination of the moderating influence of theory are absent. Data Source: We retrieved studies from Academic Search Complete, Business Source Complete, PubMed, PsycINFO, Web of Science, CMMC, CINAHL, and MEDLINE. Study Inclusion and Exclusion Criteria: 1) peer-reviewed articles written in English, 2) experimental or quasi-experimental, 3) measure HPV vaccination-related outcomes, 4) had to contain a control condition and report statistics necessary for conversion (for meta-analysis only). Data Extraction: 70 and 30 studies were included for the systematic review and meta-analysis respectively. Data Synthesis: Four major categories were coded: study information, theory use, type of theory, and outcomes. Two independent coders coded the sample (Cohen’s Kappa ranged from .8 to 1). Results: Most of the studies were based in the U.S. (77%, k = 54) with convenient samples (80%, k = 56), targeted toward females (46%, k = 32), and around a quarter did not employ any theories (47%, k = 33). Among theory-driven studies, the most commonly used were Framing (22%, k = 19), Health Belief Model (HBM; 13%, k = 12), and Narrative (7%, k = 6). Among controlled studies, promotional strategies were significantly more effective compared to the control (r+ = .25, p < .001). Strategies guided by the information, motivation, behavioral skills model (IMB) were more effective (r+ = .75, p < .001) than studies guided by framing theory (r+ = −.23, p < .001), HBM (r+ = .01, p < .001), and other theories (r+ = .11, p < .001). Conclusion: This review contributes to HPV vaccination promotion literature by offering a comprehensive overview of promotional strategies and practical suggestions for future research and practices.

Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

2018 ◽  
Vol 52 (3) ◽  
pp. 174-187 ◽  
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste ◽  
Lisa Anne Didion ◽  
Peng Peng ◽  
Nathan H. Clemens
Keyword(s):  
Decision Making ◽  
Struggling Readers ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Future Research ◽  
Weighted Mean ◽  
Comparison Groups ◽  
K 12 ◽  
Business As Usual ◽  
Data Based Decision Making

For students with persistent reading difficulties, research suggests one of the most effective ways to intensify interventions is to individualize instruction through use of performance data—a process known as data-based decision making (DBDM). This article reports a synthesis and meta-analysis of studies of reading interventions containing DBDM for struggling readers, as well as the characteristics and procedures that support the efficacy of these interventions. A systematic search of peer-reviewed literature published between 1975 and 2017 was conducted, resulting in 15 studies of reading interventions that incorporated DBDM for struggling readers in Grades K–12. A comparison of students who received reading interventions with DBDM with those in business-as-usual (BAU) comparison groups yielded a weighted mean effect of g = .24, 95% confidence interval (CI) = [.01 to .46]. A subset of six studies that compared students receiving similar reading interventions with and without DBDM yielded a weighted mean effect of g = .27, 95% CI = [.07, .47]. Implications for DBDM in reading interventions for struggling readers and areas for future research are described. In particular, experimental investigation is necessary to establish DBDM as an evidence-based practice for struggling readers.

scholarly journals The impact of supplementary short rest breaks on task performance – A meta-analysis

2016 ◽  
Vol 2016 (2) ◽  
Author(s):  
Johannes Wendsche ◽  
Andrea Lohmann-Haislah ◽  
Jürgen Jürgen
Keyword(s):  
Task Performance ◽  
Meta Analysis ◽  
Well Being ◽  
Working Time ◽  
Future Research ◽  
Performance Improvements ◽  
Positive Effects ◽  
Underlying Mechanisms ◽  
Rest Breaks ◽  
The Impact

Within-shift rest breaks are important to prevent an accumulation of impairing short-term effects of strain over working time. In this meta-analysis (k = 11, N = 705), we investigated how supplementary, frequent short rest breaks affect task performance and strain. We found positive effects on quality (g = 0.23) and quantity (g = 0.12) measures of task performance. The mean reduction of working time due to rest breaks was 9.3%. Performance improvements occurred not at costs of higher strain. Thus, our study shows that both employees’ performance and well-being benefits from scheduled within-shift breaks. We found no further effects of potentially moderating variables. Future research should examine the boundary conditions and underlying mechanisms of these effects.

Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies

2021 ◽  
pp. 000283122110608 ◽  
Author(s):  
Beth E. Schueler ◽  
Catherine Armstrong Asher ◽  
Katherine E. Larned ◽  
Sarah Mehrotra ◽  
Cynthia Pollard
Keyword(s):  
No Child Left Behind ◽  
School Improvement ◽  
English Language ◽  
Evaluation Studies ◽  
Meta Analysis ◽  
The United States ◽  
High Stakes ◽  
Low Performing Schools ◽  
Positive Effects ◽  
K 12

The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects on math and no effect on English Language Arts achievement on high-stakes exams. We find positive impacts on low-stakes exams and no evidence of harm on nontest outcomes. Extended learning time and teacher replacements predict greater effects. Contexts serving majority-Latina/o populations saw the largest improvements. We cannot rule out publication bias entirely but find no differences between peer-reviewed versus nonpeer-reviewed estimates.

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