Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

I would like to thank Jennifer A. Chatman, Margaret Neale, Elizabeth Weldon, Dawn lacobucci, and Oswald Werner for comments on earlier drafts. I would also like to thank Linda Pike for her tremendous help, as well as Robert I. Sutton and three anonymous reviewers. This study examines the structure of 105 work groups and management teams to address the question of whether conflict can be beneficial. Multiple methods were used to examine the effects of conflict on both individualand group-level variables to provide a more refined model of intragroup conflict. Results show that whether conflict was beneficial depended on the type of conflict and the structure of the group in terms of task type, task interdependence, and group norms. Relationship and task conflicts were negatively associated with individuals' satisfaction, liking of other group members, and intent to remain in the group. In groups performing very routine tasks, disagreements about the task were detrimental to group functioning. In contrast, in groups performing nonroutine tasks, disagreements about the tasks did not have a detrimental effect, and in some cases, such disagreements were actually beneficial. Contrary to expectations, norms encouraging open discussion of conflict were not always advantageous. The results suggest that while such norms were associated with an increase in the number and intensity of relationship conflicts, they did not increase members' ability to deal with the conflicts constructively. The model developed here contributes to an integrated perspective on organizational conflict.'

A Multimethod Examination of the Benefits and Detriments of Intragroup Conflict

What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite

Although aspects of social identity theory are familiar to organizational psychologists, its elaboration, through self-categorization theory, of how social categorization and prototype-based depersonalization actually produce social identity effects is less well known. We describe these processes, relate self-categorization theory to social identity theory, describe new theoretical developments in detail, and show how these developments can address a range of organizational phenomena. We discuss cohesion and deviance, leadership, subgroup and sociodemographic structure, and mergers and acquisitions.

Social Identity and Self-Categorization Processes in Organizational Contexts

In this article we examine the meaning of team process. We first define team process in the context of a multiphase episodic framework related to goal accomplishment, arguing that teams are multitasking units that perform multiple processes simultaneously and sequentially to orchestrate goal-directed taskwork. We then advance a taxonomy of team process dimensions synthesized from previous research and theorizing. a taxonomy that reflects our time-based conceptual framework. We conclude with implications for future research and application.

https://www.jstor.org/stable/pdfplus/259182.pdf

A Temporally Based Framework and Taxonomy of Team Processes

: This paper reports on a meta-analytic integration of the relation between group cohesiveness and performance. Overall, the cohesiveness-performance effect was highly significant and of small magnitude. Several theoretically informative determinants of the cohesiveness-performance effect were examined. This effect was significantly stronger when cohesiveness was operationalized in terms of measurements of group members' perceptions of cohesiveness than when cohesiveness was operationalized in terms of experimental inductions of cohesiveness. The results of this analysis suggest that the more direct effect may be from performance to cohesiveness rather than from cohesiveness to performance. Discussion considers the implications of these results for future research on the relation between cohesiveness and performance.

The relation between group cohesiveness and performance: An integration.

Mental practice is the cognitive rehearsal of a task prior to performance. Although most researchers contend that mental practice is an effective means of enhancing performance, a clear consensus is precluded because (a) mental practice is often denned so loosely as to include almost any type of mental preparation and (b) empirical results are inconclusive. A meta-analysis of the literature on mental practice was conducted to determine the effect of mental practice on performance and to identify conditions under which mental practice is most effective. Results indicated that mental practice has a positive and significant effect on performance, and the effectiveness of mental practice was moderated by the type of task, the retention interval between practice and performance, and the length or duration of the mental practice intervention. Mental practice refers to the cognitive rehearsal of a task in the absence of overt physical movement. When a musician practices a passage by thinking it through or when an athlete prepares for an event by visualizing the steps required to perform the task, he or she is engaging in mental practice. A number of studies have examined the effects of mental practice on performance. Whereas the research of Kelsey (1961) and Ryan and Simons (1982) supports the efficacy of mental practice for enhancing performance, Beasley (1978) reported negative results. An astute reviewer may be able to estimate the direction and magnitude of effect of the relationship between mental practice and performance from the preponderance of evidence across the majority of studies. For example, Richardson (1967a) concluded that most studies support the efficacy of mental practice on performance. However, Richardson, and later Corbin (1972), noted that this evidence was inconclusive. Because different studies use different types of tasks, with different types of subjects, and report different study statistics, it is difficult if not impossible to integrate these disparate research studies on an intuitive level to draw firm conclusions on the effectiveness of mental practice. The purpose of this study was to integrate the literature on mental practice, summarize the overall effects of mental practice on performance, and specify the conditions under which mental practice is most effective.

Does mental practice enhance performance

The effectiveness of overlearning in enhancing performance has been acknowledged by researchers within the training community for years. In spite of this general consensus, the empirical basis for this claim is often not clear. This article presents a meta-analysis of the effects of overlearning on retention. Results indicate that overlearning produces a significant effect on retention of moderate overall magnitude and that the effect of overlearning on retention is moderated by the degree of overlearning, type of task, and length of retention period

Effect of overlearning on retention.

A meta-analytic integration of the cross-racialfacial identification effect is reported. The results indicate a significant, weak-to-moderate tendency for individuals to be more accurate in the recognition off aces of in-group members than those of out-group members. There is a trend for this effect to be stronger among White subjects than Black subjects. In addition, predictors exhibited different patterns for Black subjects and White subjects. Specifically, greater depth of processing engaged by experimental instructions in these studies strengthened the effect for White subjects and weakened it for Black subjects. Similarly, the cross-racial facial identification effect increased as a function of the duration of exposure to the target faces for White subjects but decreased as a function of duration of exposure for Black subjects. These results are explained in terms of recent theoretical developments concerning intergroup phenomena, particularly in terms of mechanisms of cognitive representations of in...

Carolyn Copper

Papers

The relation between group cohesiveness and performance: An integration.

Does mental practice enhance performance

Effect of overlearning on retention.

Cross-Racial Facial Identification: A Social Cognitive Integration

In-group-out-group differences in social projection