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

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

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The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.

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The effects of integrating mobile devices with teaching and learning on students' learning performance

The characteristics of contemporary societies are increasingly theorized as global, fluid (Bauman, 1998), and networked (Castells, 2001). These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the commu nicational landscape of the 21st century. A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. The terrain of communication is changing in pro found ways and extends to schools and ubiquitous elements of everyday life, even if these changes are occurring to different degrees and at uneven rates (A. Luke & Car rington, 2002). It is against this backdrop that this critical review explores school mul timodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century. The two key arguments here are that it is not possible to think about literacy solely as a linguistic accomplishment and that the time for the habitual con junction of language, print literacy, and learning is over. As Kress (2003) writes,

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Multimodality and Literacy in School Classrooms

Digital beginnings: Young children's use of popular culture, media and new technologies

NRDC Institute of Education University of London 20 Bedford Way London WC1H 0AL Telephone: +44 (0)20 7612 6476 Fax: +44 (0)20 7612 6671 email: info@nrdc.org.uk website: www.nrdc.org.uk NRDC is a consortium of partners led by the Institute of Education with: • Lancaster University • The University of Nottingham • The University of Sheffield • East London Pathfinder • Liverpool Lifelong Learning Partnership • Basic Skills Agency • Learning and Skills Development Agency • LLU+, London South Bank University • National Institute of Adult Continuing Education • King’s College London Funded by the Department for Education and Skills as part of Skills for Life: the national strategy for improving adult literacy and numeracy skills. This report is funded by the Department for Education and Skills as part of Skills for Life: the national strategy for improving adult literacy and numeracy skills. The views expressed are those of the author(s) and do not necessarily reflect those of the Department.

Developmental dyslexia in adults : a research review

What works for children with literacy difficulties? : the effectiveness of intervention schemes

Colleges and universities that provide both further and higher education are a key component of government policies to expand participation in English undergraduate education. The opportunities for access and progression made available by these organisations are regarded as central. At the same time, the division of further and higher education into sectors has implications for how ‘dual‐sector’ education is conceived and developed. Drawing on early evidence from policy interviews and fieldwork studies in four case study institutions, the influence of this division on national policy formation, organisational change and the student experience is discussed.

Dual-sector further and higher education: policies, organisations and students in transition

Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international evidence have been undertaken, but to date they have not been systematically located, synthesised and quality appraised. This paper seeks to redress that gap in the literature. It outlines in detail the reading policy development, mainly in England, but with reference to international developments, in the last 10 years. It then reports the design and results of a systematic ‘tertiary’ review of all the relevant systematic reviews and meta-analyses in order to provide the most up-to-date overview of the results and quality of the research on phonics.

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Greg Brooks

Papers

Digital beginnings: Young children's use of popular culture, media and new technologies

Developmental dyslexia in adults : a research review

What works for children with literacy difficulties? : the effectiveness of intervention schemes

Dual-sector further and higher education: policies, organisations and students in transition

Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review