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.

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.

“Simply No Worse and Simply No Better” May Simply Be Wrong: A Critique of Veenman’s Conclusion About Multigrade Classes

1996 ◽  
Vol 66 (3) ◽  
pp. 307-322 ◽  
Author(s):  
DeWayne A. Mason ◽  
Robert B. Burns
Keyword(s):  
Student Achievement ◽  
Selection Bias ◽  
Teacher Motivation ◽  
Key Factors ◽  
Negative Effects ◽  
Age Classes ◽  
Classroom Structure ◽  
Quality Instruction ◽  
Negative Effect ◽  
Classroom Structures

Although Simon Veenman’s (1995) synthesis of research on multigrade and multi-age classes contributes important definitions and findings to the literature, his assessment of the effects of multigrade classes—the more common of these classroom structures—ignores two key factors: (a) selection bias and (b) lower-quality instruction. The omission of these two key factors and Veenman’s implicit advocacy of multi-age classes and cross-grade grouping render his no-difference conclusion problematic. In this article, we critique Veenman’s conclusion and explanations, and argue that selection bias and lower-quality instruction should be included as part of the explanation for his no-difference finding. We conclude that multigrade classes have at least a small negative effect on achievement as well as potentially negative effects on teacher motivation. We suggest that researchers examine more carefully the conditions under which student achievement and affect may be fostered in this classroom structure.

scholarly journals Do dissatisfied patients have unrealistic expectations? A systematic review and best-evidence synthesis in knee and hip arthroplasty patients

2020 ◽  
Vol 5 (4) ◽  
pp. 226-240 ◽  
Author(s):  
Frederique J. Hafkamp ◽  
Taco Gosens ◽  
Jolanda de Vries ◽  
Brenda L. den Oudsten
Keyword(s):  
Systematic Review ◽  
Study Design ◽  
Clinical Success ◽  
Evidence Synthesis ◽  
Outcome Expectations ◽  
Future Research ◽  
Success Rates ◽  
Best Evidence Synthesis ◽  
Almost All ◽  
The Relationship

End-stage osteoarthritis is commonly treated with joint replacement. Despite high clinical success rates, up to 28% of patients are dissatisfied with the outcome. This best-evidence synthesis aimed to review studies with different forms of study design and methodology that examined the relationship between (fulfilment of) outcome expectations of hip and knee patients and satisfaction with outcome. A literature search was performed in PubMed, Web of Science, PsycInfo, Cochrane, and Google Scholar to identify studies conducted up to November 2017. The methodological quality of studies was assessed using the Newcastle-Ottawa Scale. In this best-evidence synthesis systematic review, the following main results could be seen. In only half of all studies were preoperative expectations associated with level of satisfaction, while in almost all studies (93%), fulfilment of expectations was related to satisfaction. The effect of met expectations did not differ between hip and knee patients or study design. Fulfilment of expectations seems to be consistently associated with patient satisfaction with outcome. Emphasis in future research must be placed on the operationalization and measurement of expectations and satisfaction to determine the (strength of the) influence of these different forms of assessment on the (existence of the) relationship. Cite this article: EFORT Open Rev 2020;5:226-240. DOI: 10.1302/2058-5241.5.190015

scholarly journals Recalibrating the risk of hamstring strain injury (HSI): A 2020 systematic review and meta-analysis of risk factors for index and recurrent hamstring strain injury in sport

2020 ◽  
Vol 54 (18) ◽  
pp. 1081-1088 ◽  
Author(s):  
Brady Green ◽  
Matthew N Bourne ◽  
Nicol van Dyk ◽  
Tania Pizzari
Keyword(s):  
Risk Factors ◽  
Systematic Review ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
Significant Risk ◽  
Older Age ◽  
Future Research ◽  
Hamstring Strain ◽  
Best Evidence Synthesis ◽  
History Of

ObjectiveTo systematically review risk factors for hamstring strain injury (HSI).DesignSystematic review update.Data sourcesDatabase searches: (1) inception to 2011 (original), and (2) 2011 to December 2018 (update). Citation tracking, manual reference and ahead of press searches.Eligibility criteria for selecting studiesStudies presenting prospective data evaluating factors associated with the risk of index and/or recurrent HSI.MethodSearch result screening and risk of bias assessment. A best evidence synthesis for each factor and meta-analysis, where possible, to determine the association with risk of HSI.ResultsThe 78 studies captured 8,319 total HSIs, including 967 recurrences, in 71,324 athletes. Older age (standardised mean difference=1.6, p=0.002), any history of HSI (risk ratio (RR)=2.7, p<0.001), a recent HSI (RR=4.8, p<0.001), previous anterior cruciate ligament (ACL) injury (RR=1.7, p=0.002) and previous calf strain injury (RR=1.5, p<0.001) were significant risk factors for HSI. From the best evidence synthesis, factors relating to sports performance and match play, running and hamstring strength were most consistently associated with HSI risk. The risk of recurrent HSI is best evaluated using clinical data and not the MRI characteristics of the index injury.Summary/conclusionOlder age and a history of HSI are the strongest risk factors for HSI. Future research may be directed towards exploring the interaction of risk factors and how these relationships fluctuate over time given the occurrence of index and recurrent HSI in sport is multifactorial.

scholarly journals Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-Analytic, Multilevel Analysis

2009 ◽  
Vol 31 (4) ◽  
pp. 480-499 ◽  
Author(s):  
Chiharu S. Allen ◽  
Qi Chen ◽  
Victor L. Willson ◽  
Jan N. Hughes
Keyword(s):  
Grade Retention ◽  
Negative Impact ◽  
Meta Analysis ◽  
Median Number ◽  
Effect Sizes ◽  
Future Research ◽  
Negative Effects ◽  
Design Quality ◽  
Individual Level

The present meta-analysis examines the effect of grade retention on academic outcomes and investigates systemic sources of variability in effect sizes. Using multilevel modeling (MLM), the authors investigate characteristics of 207 effect sizes across 22 studies published between 1990 and 2007 at two levels: the study (between) and individual (within) levels. Design quality is a study-level variable. Individual-level variables are median grade retained and median number of years postretention. Quality of design is associated with less negative effects. Years postretention is negatively associated with retention effects, and this effect is stronger for studies using grade comparisons versus age comparisons. The results challenge the widely held view that retention has a negative impact on achievement. Suggestions for future research are discussed.

FAMILY INVOLVEMENT IN CHINESE AND GERMAN SMALL BUSINESSES

2011 ◽  
Vol 19 (03) ◽  
pp. 261-285 ◽  
Author(s):  
ANTJE SCHMITT ◽  
MICHAEL FRESE
Keyword(s):  
Cultural Values ◽  
Family Involvement ◽  
Small Businesses ◽  
Family Members ◽  
Business Owners ◽  
Future Research ◽  
Negative Effects ◽  
Business Outcomes ◽  
Start Up ◽  
Negative Effect

The goal of this study was to examine cultural differences in the value of family involvement in German and Chinese small businesses due to their differences in collectivism/individualism. Our analyses, based on a sample of 562 Chinese and German owners, showed that family involvement — measured as the number of family members that work in the business — is higher in China than in Germany. Compared to German business owners, Chinese owners received most of their start-up capital from family members. Moreover, we were interested in whether family involvement is related to the business owner's ability to make use of start-up capital to turn it into business outcomes. Building on existing literature and based on the match hypothesis we hypothesized that the effects of family involvement on business outcomes depend on the cultural values underlying a business. Our analyses revealed that family involvement negatively affected relationships of start-up capital with business outcomes both in China and in Germany. Our study contributes by showing that a negative effect of family involvement on the ability to make use of start-up capital is not only evident in individualistic cultures such as Germany but does also apply to collectivistic Chinese businesses. Practically, owners in both cultures are suggested to develop strategies in order to prevent and overcome negative effects of family involvement on business outcomes. Our results suggest fruitful avenues for future research.

scholarly journals A Meta-analysis of the Relation Between Math Anxiety and Math Achievement

2020 ◽  
Author(s):  
Connie Barroso ◽  
Colleen Marie Ganley ◽  
Amanda McGraw ◽  
Elyssa A Geer ◽  
Sara Ann Hart ◽  
...  
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Meta Analysis ◽  
Number System ◽  
Effect Sizes ◽  
Future Research ◽  
Statistics Anxiety ◽  
Math Ability ◽  
Negative Effect ◽  
Meta Analyses

Meta-analyses from the 1990s have previously established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies but, overall, large, negative effect sizes are under-reported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood.

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.

Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

2021 ◽  
pp. 003465432199525
Author(s):  
Rebecca A. Cruz ◽  
Allison R. Firestone ◽  
Janelle E. Rodl
Keyword(s):  
Intervention Program ◽  
Protective Factor ◽  
Evidence Synthesis ◽  
Observational Research ◽  
Empirical Literature ◽  
Outcome Variable ◽  
Future Research ◽  
Exclusionary Discipline ◽  
Discipline Practices ◽  
Best Evidence Synthesis

A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists. The purpose of this literature synthesis was to examine the effectiveness of empirically studied school-based interventions in reducing disproportionality in discipline practices. We analyzed articles that assessed both prevention and intervention program effects using at least one outcome variable representing exclusionary discipline, either in the form of office discipline referrals or suspension/expulsion rates. Included studies used experimental, quasi-experimental, or observational research designs that disaggregated student outcomes by race, ethnicity, gender, disability, or other sociodemographic categories. We identified 20 articles meeting inclusion criteria, four of which provided direct evidence of disproportionality reduction using interaction terms. Results indicate limited evidence that available programs reduce discipline disparities and that common programs may function as a protective factor for White and female students while failing to do so for marginalized students. Findings identify promising areas for future research.

scholarly journals Learning spinal manipulation: A best-evidence synthesis of teaching methods*

2016 ◽  
Vol 30 (2) ◽  
pp. 138-151 ◽  
Author(s):  
Brynne E. Stainsby ◽  
Michelle C.S. Clarke ◽  
Jade R. Egonia
Keyword(s):  
Teaching Methods ◽  
Randomized Clinical Trials ◽  
Teaching Method ◽  
Evidence Synthesis ◽  
Spinal Manipulative Therapy ◽  
Force Sensor ◽  
Future Research ◽  
Manipulative Therapy ◽  
Best Evidence Synthesis ◽  
Meta Analyses

Objective: The purpose of this study was to evaluate the effectiveness of different reported methods used to teach spinal manipulative therapy to chiropractic students. Methods: For this best-evidence literature synthesis, 5 electronic databases were searched from 1900 to 2015. Eligible studies were critically appraised using the criteria of the Scottish Intercollegiate Guidelines Network. Scientifically admissible studies were synthesized following best-evidence synthesis principles. Results: Twenty articles were critically appraised, including 9 randomized clinical trials, 9 cohort studies, and 2 systematic reviews/meta-analyses. Eleven articles were accepted as scientifically admissible. The type of teaching method aids included a Thrust in Motion cervical manikin, instrumented cardiopulmonary reanimation manikin, padded contact with a load cell, instrumented treatment table with force sensor/transducer, and Dynadjust instrument. Conclusions: Several different methods exist in the literature for teaching spinal manipulative therapy techniques; however, future research in this developing area of chiropractic education is proposed. It is suggested that various teaching methods be included in the regular curricula of chiropractic colleges to aid in developing manipulation skills, efficiency, and knowledge of performance.

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