A Meta-analysis on the Characteristics and Effects of Meta-Cognitive Strategic Interventions in Korea : Comparison Between Group-Designed Studies and Single Case Studies

2016 ◽  
Vol 17 (3) ◽  
pp. 21-48 ◽  
Author(s):  
Dongil Kim ◽  
Soohyun La ◽  
Hyeeun Lee
2014 ◽  
Vol 46 (4) ◽  
pp. 1152-1166 ◽  
Author(s):  
Rumen Manolov ◽  
Georgina Guilera ◽  
Vicenta Sierra

2012 ◽  
Vol 33 (4) ◽  
pp. 1076-1086 ◽  
Author(s):  
Rose A. Mason ◽  
Jennifer B. Ganz ◽  
Richard I. Parker ◽  
Mack D. Burke ◽  
Siglia P. Camargo

2016 ◽  
Vol 57 ◽  
pp. 158-169 ◽  
Author(s):  
Ee Rea Hong ◽  
Jennifer B. Ganz ◽  
Rose Mason ◽  
Kristi Morin ◽  
John L. Davis ◽  
...  

Author(s):  
Cheng Chen

The studies of post-communist Russia and China have traditionally been dominated by single-case studies and within-region comparisons. This chapter explores why the CAS of post-communist Russia and China is difficult, why it is rare, and how it could yield significant and unique intellectual payoffs. The cross-regional comparative study of anti-corruption campaigns in contemporary Russia and China is used as an example in this chapter to argue that a well-matched and context-sensitive comparison could reveal significant divergence in the elite politics and institutional capacities of these regimes that would otherwise likely be obscured by single-case studies or studies restricted to one single geographical area such as “Eastern Europe” or “East Asia.” By breaking Russia and China out of their respective “regions,” the CAS perspective thus enables us to better capture the full range of existing diversity of post-communist authoritarianism.


2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.


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