Browse
Submit Data
Databases
API
Help

Dataset Information

0 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

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

ABSTRACT:

SUBMITTER: Filges T

PROVIDER: S-EPMC8428040 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Publications

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

Filges Trine T Sonne-Schmidt Christoffer Scavenius CS Nielsen Bjørn Christian Viinholt BCV

Campbell systematic reviews 20181011 1

This Campbell systematic review examines the impact of class size on academic achievement. The review summarises findings from 148 reports from 41 countries. Ten studies were included in the meta-analysis. Included studies concerned children in grades kindergarten to 12 (or the equivalent in European countries) in general education. The primary focus was on measures of academic achievement. All study designs that used a well-defined control group were eligible for inclusion. A total of 127 studi ...[more]

PMID: 37131395

Similar Datasets

The effects of small class sizes on students' academic achievement, socioemotional development and well-being in special education: A systematic review.

Project description: Not available

| S-EPMC10346380 | biostudies-literature

PROTOCOL: Testing frequency and student achievement: A systematic review

Project description:Abstract This is the protocol for a Campbell review. Our primary research question is: What are the effects of different testing frequencies on student achievement? Our secondary research question is: What are the effects of different testing frequencies on measures of students' testing anxiety? Our third research question is: How are the effects of different testing frequencies on student achievement and testing anxiety moderated by subject, grade, type of test, duration of the intervention, and gender?

| S-EPMC8742135 | biostudies-literature

An interaction-based approach to enhancing secondary school instruction and student achievement.

Project description:Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.

| S-EPMC3387786 | biostudies-literature

School culture and student mental health: a qualitative study in UK secondary schools.

Project description:BackgroundThere is consistency of evidence on the link between school culture and student health. A positive school culture has been associated with positive child and youth development, effective risk prevention and health promotion efforts, with extensive evidence for the impact on student mental health. Interventions which focus on socio-cultural elements of school life, and which involve students actively in the process, are increasingly understood to be important for student mental health promotion. This qualitative study was undertaken in three UK secondary schools prior to the implementation of a participative action research study bringing students and staff together to identify changes to school culture that might impact student mental health. The aim was to identify how school culture is conceptualised by students, parents and staff in three UK secondary schools. A secondary aim was to explore which components of school culture were perceived to be most important for student mental health.MethodsAcross three schools, 27 staff and seven parents participated in in-depth interviews, and 28 students participated in four focus groups. The Framework Method of thematic analysis was applied.ResultsRespondents identified elements of school culture that aligned into four dimensions; structure and context, organisational and academic, community, and safety and support. There was strong evidence of the interdependence of the four dimensions in shaping the culture of a school.ConclusionsSchool staff who seek to shape and improve school culture as a means of promoting student mental health may have better results if this interdependence is acknowledged, and improvements are addressed across all four dimensions.

| S-EPMC8964383 | biostudies-literature

School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools.

Project description:This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA.

| S-EPMC5405048 | biostudies-literature

Do student differences in reading enjoyment relate to achievement when using the random-intercept cross-lagged panel model across primary and secondary school?

Project description:Recent longitudinal research using the random-intercept cross-lagged panel model (RI-CLPM), which disentangles the within and between variances, has afforded greater insights than previously possible. Moreover, the impact of reading enjoyment and reading for fun on subsequent school achievement, and vice versa, has only recently been scrutinized through this lens. This study's longitudinal data (grades 3, 5, 7, and 9) comprised 2,716 Australian students aged 8 to 16 years, with school reading achievement measured by the National Assessment Program: Literacy and Numeracy (NAPLAN). The RI-CLPMs' within-person effects were not trivial, accounting for approximately two-thirds and one-third of the variance in enjoyment/fun and achievement, respectively, with between-person effects accounting for the balance. Here, we highlight a reversing direction of reading achievement's cross-lagged effect on subsequent reading enjoyment but note that the evidence for this over a reciprocal directionality was marginal. In mid-primary school, achievement at grade 3 predicted enjoyment at grade 5 more than the converse (i.e. enjoyment at grade 3 to achievement at grade 5). By secondary school, however, the directionality had flipped: enjoyment at grade 7 predicted achievement at grade 9 more so than the reverse. We termed this pattern the skill-leisure-skill directionality (S-L-S), as it concurred with the only two former studies that modelled equivalent instruments with the RI-CLPM. This model's cross-lagged estimates represent deviations relative to a student's average (i.e., within-person effect). In other words, students who enjoyed reading more (or less) in grade 7 achieved reading scores that were higher (or lower) than their average in grade 9. The implications for reading pedagogy are further discussed.

| S-EPMC10256200 | biostudies-literature

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

Project description: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.

| S-EPMC11346812 | biostudies-literature

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review.

Project description:Children with disabilities tend to be less active than typically developing peers and may therefore miss important developmental benefits. Class time physical activity (PA) programs can provide additional PA to children and have shown to contribute to numerous benefits in mainstream classrooms. However, it is unclear whether class time PA opportunities are provided in specialist education settings. This review aimed to identify and map class time PA programs that have been implemented in specialist schools and classes. Nine electronic databases were searched. Grey literature searches were also conducted. Programs were included if they were implemented in a primary/elementary specialist school or class, involved a PA component, were conducted during class time and involved more than one child from the class participating. Included programs were mapped and narratively synthesised according to activity type. Of the 2068 records screened, 34 programs were included. Programs involving dance/drama activities (k = 11) were most common and programs involving stretching activities (k = 2) were least frequently implemented. Twenty-three programs had been evaluated, of which only two were randomised controlled trials. More class time PA opportunities are warranted in specialist education settings. Further research is required to build the evidence base for these programs.

| S-EPMC6950186 | biostudies-literature

System-, teacher-, and student-level interventions for improving participation in online learning at scale in high schools.

Project description:Many school systems across the globe turned to online education during the COVID-19 pandemic. This context differs significantly from the prepandemic situation in which massive open online courses attracted large numbers of voluntary learners who struggled with completion. Students who are provided online courses by their high schools also have their behavior determined by actions of their teachers and school system. We conducted experiments to improve participation in online learning before, during, and right after the COVID-19 outbreak, with 1,151 schools covering more than 45,000 students in their final years of high school in Ecuador. These experiments tested light-touch interventions at scale, motivated by behavioral science, and were carried out at three levels: that of the system, teacher, and student. We find the largest impacts come from intervening at the system level. A cheap, online learning management system for centralized monitoring increased participation by 0.21 SD and subject knowledge by 0.13 SD relative to decentralized management. Centralized management is particularly effective for underperforming schools. Teacher-level nudges in the form of benchmarking emails, encouragement messages, and administrative reminders did not improve student participation. There was no significant impact of encouragement messages to students, or in having them plan and team-up with peers. Small financial incentives in the form of lottery prizes for finishing lessons did increase study time, but was less cost-effective, and had no significant impact on knowledge. The results show the difficulty in incentivizing online learning at scale, and a key role for central monitoring.

| S-EPMC10372661 | biostudies-literature

Single-track year-round education for improving academic achievement in U.S. K-12 schools: Results of a meta-analysis.

Project description:BackgroundResearch shows that over summer break, students forget approximately 1 month of learning in math and reading; furthermore, some studies find that low-income students lose ground relative to peers. Year-round education (YRE) redistributes schooldays to shorten summer. Prior analyses pooled single-track YRE (academic intervention in which all students attend school on a common calendar) and multitrack YRE (fiscal intervention countering overcrowding, in which groups of students attend school on staggered schedules).Search methodsSystematic search of 22 online databases in summer 2017 yielded 494 de-duplicated results; 81 warranted full-text examination. After applying selection criteria, nine studies met criteria but did not report data that allowed effect size calculation. Thirty studies constituted our analytic sample.Selection criteriaStudies needed to be of K-12 single-track YRE (not multitrack, not a mix of single- and multitrack, and not a study that did not specify track), with no accompanying extended instructional time. Studies needed to be from 2001 to 2016, include outcome data, and include a comparison group.DataWe extracted 55 math g, 58 reading g, 29 math odds ratio, and 27 reading odds ratio effect sizes.ResultsStudents at single-track YRE schools show modestly higher achievement in both math and reading-by a magnitude similar to estimates of summer learning loss-but comparable proficiency. Unexpectedly, the effect was no greater for historically disadvantaged students. Math effects may be larger in middle than elementary school, but the reason is unclear. Importantly, studies of schools that shortened summer to the fewest weeks showed the largest effects in both subjects.

| S-EPMC8356518 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data