Systematic Review of Key Leader Practices Found to Influence Student Achievement

2016 ◽  
Vol 86 (2) ◽  
pp. 531-569 ◽  
Author(s):  
Dallas Hambrick Hitt ◽  
Pamela D. Tucker
Keyword(s):  
Systematic Review ◽  
Student Achievement

scholarly journals Small class sizes for improving student achievement in primary and secondary schools: a systematic review

2018 ◽  
Vol 14 (1) ◽  
pp. 1-107
Author(s):  
Trine Filges ◽  
Christoffer Scavenius Sonne‐Schmidt ◽  
Bjørn Christian Viinholt Nielsen
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
Secondary Schools ◽  
Small Class ◽  
Improving Student Achievement

scholarly journals PROTOCOL: Testing frequency and student achievement: A systematic review

2022 ◽  
Vol 18 (1) ◽  
Author(s):  
Morten K. Thomsen ◽  
Julie K. Seerup ◽  
Jens Dietrichson ◽  
Anja Bondebjerg ◽  
Bjørn C. A. Viinholt
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
Protocol Testing ◽  
Testing Frequency

The Competitive Effects of School Choice on Student Achievement: A Systematic Review

2019 ◽  
pp. 089590481987475 ◽  
Author(s):  
Huriya Jabbar ◽  
Carlton J. Fong ◽  
Emily Germain ◽  
Dongmei Li ◽  
Joanna Sanchez ◽  
...  
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
School Choice ◽  
School Quality ◽  
Meta Analysis ◽  
Empirical Literature ◽  
Competitive Effects ◽  
School Competition ◽  
Positive Effects ◽  
State And Local

School-choice policies are expected to generate healthy competition between schools, leading to improvements in school quality and better outcomes for students. However, the empirical literature testing this assumption yields mixed findings. This systematic review and meta-analysis tests this theory by synthesizing the empirical literature on the competitive effects of school choice on student achievement. Overall, we found small positive effects of competition on student achievement. We also found some evidence that the type of school-choice policy and student demographics moderated the effects of competition on student achievement. By examining whether school competition improves outcomes, our findings can inform decisions of state and local policymakers who have adopted or are considering adopting school-choice reforms.

Factors affecting students’ achievement in mathematics in secondary schools in developing countries: A rapid systematic review

2020 ◽  
Vol 36 ◽  
pp. 73-76
Author(s):  
Lillian Ayebale ◽  
Gilbert Habaasa ◽  
Samson Tweheyo
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
Classroom Environment ◽  
Human Life ◽  
Positive Influence ◽  
Related Factors ◽  
Factors Affecting ◽  
Achievement In Mathematics ◽  
And Gender ◽  
Google Search

Mathematics is seen by society as the foundation of scientific technological knowledge that is vital in social-economic development of a nation. In fact, studies suggest that mathematics as a subject affects all aspects of human life at different levels. This paper is a rapid systematic review of factors affecting students’ achievement in mathematics. We searched literature on student achievement in mathematics. We used ERIC database and supplemented with Google Scholar and random Google search. Twenty six articles met the final selection criteria and were reviewed. The teaching methods, teachers’ attitude, students’ attitude towards mathematics were noted as key factors in almost all articles reviewed. There seemed to be consistency too that parents can exert a positive influence on their children’s mathematical performance, classroom environment, students’ previous mathematics achievement and gender related factors. Student achievement at secondary level determines whether they will opt to or qualify to study statistics at university. From this review, it is imperative that these factors be addressed early in the students’ career so as to have more student enrollment for statistics at tertiary institutions.

scholarly journals PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

2015 ◽  
Vol 11 (1) ◽  
pp. 1-42
Author(s):  
Trine Filges ◽  
Christoffer Scavenius Sonne‐Schmidt ◽  
Ann Marie Klint Jørgensen
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
Secondary Schools ◽  
Small Class ◽  
Improving Student Achievement

The effects of low-ratio n-6/n-3 PUFA on biomarkers of inflammation: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen
Keyword(s):  
Systematic Review ◽  
Fatty Acid ◽  
Polyunsaturated Fatty Acid ◽  
Meta Analysis ◽  
Chain Polyunsaturated Fatty Acid ◽  
Inflammation Markers ◽  
Pufa Supplementation ◽  
Long Chain

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

Sign in / Sign up

Export Citation Format

Share Document