Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis

1995 ◽  
Vol 65 (4) ◽  
pp. 319-381 ◽  
Author(s):  
Simon Veenman
Keyword(s):  
Elementary Schools ◽  
Student Learning ◽  
Empirical Evidence ◽  
Evidence Synthesis ◽  
Student Enrollment ◽  
Age Classes ◽  
Classroom Organization ◽  
Best Evidence Synthesis ◽  
Different Ages ◽  
Significant Phenomenon

Multigrade and multi-age classrooms, in which students from two or more grades are taught by one teacher at the same time, represent a significant phenomenon in our schools. This article reviews the best evidence concerning the cognitive and noncognitive effects of the multigrade classroom, which is an administrative device used to cope with declining student enrollment or uneven class sizes, and the multi-age classroom, in which children of different ages are grouped together for educational and pedagogical benefits, in elementary schools. Studies in which the cognitive or achievement effects of multigrade and single-grade classes were compared revealed no consistent differences between these two types of classroom organization (median ES = .00). Studies of the noncognitive effects of multigrade and single-grade classes also produced no consistent differences (median ES = +.10). Studies in which the cognitive or achievement effects of multi-age and single-age classes were compared indicated no differences between these two types of grouping (median ES = –.03). And, finally, studies of the noncognitive effects of multi-age and single-age classes produced inconsistent effects (median ES = +.15). It is concluded that there is no empirical evidence for the assumption that student learning may suffer in multigrade and multi-age classrooms.

scholarly journals Impact of Reflective Assessment on Student Learning: Best-Evidence Synthesis from Ten Quantitative Studies

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
John Bond ◽  
David W. Denton ◽  
Arthur Ellis
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Student Performance ◽  
Classroom Practices ◽  
Evidence Synthesis ◽  
Reflective Assessment ◽  
Self Regulated Learning ◽  
Quantitative Studies ◽  
Best Evidence Synthesis ◽  
Improving Student Learning

Formative assessment involves feedback to teachers for informing instruction and also feedback to students for directing their own learning. Early research on formative assessment showed independence from any particular theoretical foundation. Self-regulated learning theory provides a helpful construct for organizing formative assessment through familiar classroom practices, including provision of feedback, strategy use, and metacognition. One way to integrate reflective activities is with reflective assessment, which emphasizes gathering feedback through questioning, writing, and discussing. Ten studies were analyzed using best-evidence methodology to show the effects of reflective assessment on student performance of posttest and retention tests. Weighted mean effect sizes ranged from .28 to .37. Results suggest additional investigations into the use of reflection for improving student learning and other outcomes.

scholarly journals Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis

2019 ◽  
Vol 86 (1) ◽  
pp. 7-24
Author(s):  
Paul L. Morgan ◽  
Yangyang Wang ◽  
Adrienne D. Woods ◽  
Zoe Mandel ◽  
George Farkas ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Empirical Evidence ◽  
Strong Evidence ◽  
Evidence Synthesis ◽  
The Other ◽  
Inclusion Criteria ◽  
Individual Level ◽  
Risk Estimates ◽  
Best Evidence Synthesis

We examined whether U.S. schools systemically discriminate when suspending or otherwise disciplining students with disabilities (SWD). Eighteen studies met inclusion criteria. We coded 147 available risk estimates from these 18 studies. Of four studies including individual-level controls for infraction reasons, over half of the available estimates (i.e., 14 of 24, or 58%) failed to indicate that SWD were more likely to be suspended than otherwise similar students without disabilities. Of the seven available estimates adjusted for the strong confound of individual-level behavior, most (i.e., five of seven, or 71%) failed to indicate that SWD were more likely to be suspended. The other two estimates indicating SWD were more likely to be suspended were from one study. We also examined whether SWD were less likely to be suspended than otherwise similar students without disabilities. There was no strong evidence of this. Empirical evidence regarding whether U.S. schools discriminate when disciplining SWD is currently inconclusive.

scholarly journals Effects of Multigrade and Multi-Age Classes Reconsidered

1996 ◽  
Vol 66 (3) ◽  
pp. 323-340 ◽  
Author(s):  
Simon Veenman
Keyword(s):  
Evidence Synthesis ◽  
Effect Sizes ◽  
Future Research ◽  
Negative Effects ◽  
Age Classes ◽  
Best Evidence Synthesis ◽  
Negative Effect ◽  
Weighted Effect ◽  
Favorable Conditions ◽  
Age Studies

In response to “Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis” ( Veenman, 1995 ), Mason and Burns (1996) report that their research and review of the literature has led them to conclude that multigrade classes have a slightly negative effect on student achievement. They argue, moreover, that multigrade classes generally have better students and perhaps better teachers and that this selection bias masks the negative effects of less effective instruction in multigrade classes. In this rejoinder, a reanalysis, based on meta-analytic procedures, of the available multigrade and multi-age studies shows the average weighted effect sizes to be essentially zero or close to zero. For all analyses, the confidence intervals around the average effect sizes included zero. These results provide little support for the assumption that the quality of instruction in multigrade classes is lower than in single-grade classes. Between-study differences revealed that favorable conditions for classroom instruction, the country of publication, the locality and socioeconomic status of the school, the grade level of the students, and the number of years spent in multigrade classes need the attention of investigators in future research into the effects of multigrade classes.

Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.

2019 ◽  
Vol 145 (5) ◽  
pp. 490-507 ◽  
Author(s):  
Laci Watkins ◽  
Katherine Ledbetter-Cho ◽  
Mark O'Reilly ◽  
Lucy Barnard-Brak ◽  
Pau Garcia-Grau
Keyword(s):  
Evidence Synthesis ◽  
Meta Analysis ◽  
Best Evidence Synthesis ◽  
Inclusive Settings ◽  
Students With Autism

scholarly journals Elbow tendinopathy and occupational biomechanical overload: A systematic review with best‐evidence synthesis

2021 ◽  
Vol 63 (1) ◽  
Author(s):  
Stefania Curti ◽  
Stefano Mattioli ◽  
Roberta Bonfiglioli ◽  
Andrea Farioli ◽  
Francesco S. Violante
Keyword(s):  
Systematic Review ◽  
Evidence Synthesis ◽  
Best Evidence Synthesis

scholarly journals Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich
Keyword(s):  
Emotional Development ◽  
Evidence Synthesis ◽  
Social Robots ◽  
Human Robot Interaction ◽  
Emotional Engagement ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Best Evidence Synthesis ◽  
Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

Efficacy of Taping for the Treatment of Plantar Fasciosis

2010 ◽  
Vol 100 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Alexander T. M. van de Water ◽  
Caroline M. Speksnijder
Keyword(s):  
Health Care Providers ◽  
Clinical Relevance ◽  
Methodological Quality ◽  
Evidence Synthesis ◽  
Plantar Fascia ◽  
Controlled Trials ◽  
Care Providers ◽  
Short Term ◽  
Best Evidence Synthesis ◽  
Evidence Database

Background: The proximal insertional disorder of the plantar fascia is plantar fasciosis. Although plantar fasciosis is frequently seen by different health-care providers, indistinctness of etiology and pathogenesis is still present. A variety of interventions are seen in clinical practice. Taping constructions are frequently used for the treatment of plantar fasciosis. However, a systematic review assessing the efficacy of this therapy modality is not available. Methods: To assess the efficacy of a taping construction as an intervention or as part of an intervention in patients with plantar fasciosis on pain and disability, controlled trials were searched for in CINAHL, EMBASE, MEDLINE, Cochrane CENTRAL, and PEDro using a specific search strategy. The Physiotherapy Evidence Database scale was used to judge methodological quality. Clinical relevance was assessed with five specific questions. A best-evidence synthesis consisting of five levels of evidence was applied for qualitative analysis. Results: Five controlled trials met the inclusion criteria. Three trials with high methodological quality and of clinical relevance contributed to the best-evidence synthesis. The findings were strong evidence of pain improvement at 1-week follow-up, inconclusive results for change in level of disability in the short term, and indicative findings that the addition of taping on stretching exercises has a surplus value. Conclusions: There is limited evidence that taping can reduce pain in the short term in patients with plantar fasciosis. The effect on disability is inconclusive. (J Am Podiatr Med Assoc 100(1): 41–51, 2010)

scholarly journals Topical glyceryl trinitrate for the treatment of tendinopathies: a systematic review

2018 ◽  
Vol 53 (4) ◽  
pp. 251-262 ◽  
Author(s):  
Dimitris Challoumas ◽  
Paul D Kirwan ◽  
Dmytro Borysov ◽  
Christopher Clifford ◽  
Michael McLean ◽  
...  
Keyword(s):  
Systematic Review ◽  
Glyceryl Trinitrate ◽  
Strong Evidence ◽  
Evidence Synthesis ◽  
Clinical Effects ◽  
Range Of Movement ◽  
Level Of Evidence ◽  
Moderate Evidence ◽  
Best Evidence Synthesis ◽  
Topical Glyceryl Trinitrate

ObjectiveTo produce a best evidence synthesis of the clinical effects of topical glyceryl trinitrate (GTN) in the treatment of tendinopathies.DesignA systematic review of published randomised controlled trials (RCTs) of the use of GTN in patients with tendinopathy.Data sourcesMEDLINE, Embase, Scopus and CINAHL from database inception to January 2018.MethodsWe examined RCTs comparing the effects of topical GTN with either placebo or other treatments on tendinopathy. Overall quality of each eligible study was determined based on a combined assessment of internal validity, external validity and precision. The level of evidence for each assessed parameter was rated based on the system by van Tulderet al.ResultsA total of 10 eligible RCTs were identified including patients with tendinopathy of the rotator cuff (n=4), wrist extensors (n=3), Achilles (n=2) and patellar (n=1) tendons. For all tendinopathies, improvements in pain were significant when comparing GTN versus placebo in the short term (<8 weeks; poor evidence). Significant improvements in midterm outcomes for treatment with GTN versus placebo included the following: patient satisfaction (strong evidence); chances of being asymptomatic with activities of daily living (strong evidence); range of movement (moderate evidence); strength (moderate evidence); pain (at night and with activity; poor evidence) and local tenderness (poor evidence). Patients treated with topical GTN reported a higher incidence of headaches than those who received placebo (moderate evidence).Conclusions and relevanceTreatment of tendinopathies with topical GTN for up to 6 months appears to be superior to placebo and may therefore be a useful adjunct to the treating healthcare professions.

Sign in / Sign up

Export Citation Format

Share Document