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

Psychologists have worried about the distortions introduced into standardized personality measures by social desirability bias. Survey researchers have had similar concerns about the accuracy of survey reports about such topics as illicit drug use, abortion, and sexual behavior. The article reviews the research done by survey methodologists on reporting errors in surveys on sensitive topics, noting parallels and differences from the psychological literature on social desirability. The findings from the survey studies suggest that misreporting about sensitive topics is quite common and that it is largely situational. The extent of misreporting depends on whether the respondent has anything embarrassing to report and on design features of the survey. The survey evidence also indicates that misreporting on sensitive topics is a more or less motivated process in which respondents edit the information they report to avoid embarrassing themselves in the presence of an interviewer or to avoid repercussions from third parties.

https://www.learnlab.org/research/wiki/images/a/a8/Tourangeau_SensitiveQuestions.pdf

Sensitive questions in surveys.

When a meta-analysis on results from experimental studies is conducted, differences in the study design must be taken into consideration. A method for combining results across independent-groups and repeated measures designs is described, and the conditions under which such an analysis is appropriate are discussed. Combining results across designs requires that (a) all effect sizes be transformed into a common metric, (b) effect sizes from each design estimate the same treatment effect, and (c) meta-analysis procedures use design-specific estimates of sampling variance to reflect the precision of the effect size estimates.

Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs.

Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research

/pdf/integrating-technology-into-k-12-teaching-and-learning-4ix81r3mb4.pdf

Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research

Conventional reviews of research on the efficacy of psychological, educational, and behavioral treatments often find considerable variation in outcome among studies and, as a consequence, fail to reach firm conclusions about the overall effectiveness of the interventions in question. In contrast meta-analytic reviews show a strong, dramatic pattern of positive overall effects that cannot readily be explained as artifacts of meta-analytic technique or generalized placebo effects. Moreover, the effects are not so small that they can be dismissed as lacking practical or clinical significance. Although meta-analysis has limitations, there are good reasons to believe that its results are more credible than those of conventional reviews and to conclude that well-developed psychological, educational, and behavioral treatment is generally efficacious.

The efficacy of psychological, educational, and behavioral treatment. Confirmation from meta-analysis.

Lautenschlager and Flaherty (1990) unexpectedly found that more socially desirable responding occurred on a computer version of an attitude and personality questionnaire than on a paper-and-pencil version. The present study attempted to replicate and extend their findings in a noncollege environment. Male Navy recruits (N=246) completed several questionnaires in either a computer-administered or paper-and-pencil condition and in either an anymous or identified condition. Identified respondents had higher impression management and self-deceptive enhancement scores than anonymous respondents. Contrary to Lautenschlager and Fmaherty's results, however, there was no systematic difference between computer and paper-and-pencil modes. It is concluded that computer and paper-and-pencil modes of administration yield similar responses on attitude questionnaires

Impression management, social desirability, and computer administration of attitude questionnaires: Does the computer make a difference?

This meta-analysis examined the effects from 126 studies that employed organizational development (OD) interventions to modify satisfaction and/or other attitudes. Raju and Burkes's (1983) Taylor series approximation 1 (TSA 1) validity generalization procedure was used to conduct the meta-analysis. Multi-faceted interventions have been more effective in modifying satisfaction and attitudes than were OD interventions that used a single human-processes or technostructural technique. For specific interventions, team building and lab training were the most effective means of changing satisfaction and other attitudes. Also, OD seems to affect attitudes more than satisfaction. Caution is encouraged in generalizing these findings, given (1) the non-random selection of techniques, (2) the frequent moderating effects of both the participant's organizational level and the methodological rigor of the studies, and (3) this study's frequent failure to account for a substantial amount of the variability of the effect sizes.

Organizational development interventions: a meta‐analysis of their effects on satisfaction and other attitudes

In multiple regression, optimal linear weights are obtained using an ordinary least squares (OLS) procedure. However, these linear weighted combinations of predictors may not optimally predict the same criterion in the population from which the sample was drawn (population validity) or other samples drawn from the same population (population cross-validity). To achieve more accurate estimates of population validity and population cross-validity, some researchers and practitioners use formulas or traditional empirical methods to obtain the estimates. Others have suggested using the equal weights procedure as an alternative to the formula-based and empirical procedures. This review found that formula-based procedures can be used in place of empirical validation for estimating population validity or in place of empirical cross-validation for estimating population cross-validity. The equal weights procedure is a viable alternative when the observed multiple correlation is low to moderate and the variability a...

Methodology Review: Estimation of Population Validity and Cross-Validity, and the Use of Equal Weights in Prediction:

Responses on computer surveys: Impression management, social desirability, and the big brother syndrome

Preface Part I: Framework for Human Resources Program Evaluation CHAPTER 1: OVERVIEW OF PROGRAM EVALUATION - Dale S. Rose, E. Jane Davidson Program Evaluation in Human Resources Evaluation Myths Key Distinctions Who Does Program Evaluation? Choosing Criteria for Success Practical Design Considerations Costs and Benefits Utilization CHAPTER 2: JOB ANALYSIS-THE BASIS FOR DEVELOPING CRITERIA FOR ALL HUMAN RESOURCES PROGRAMS - Peter Y. Chen, Jeanne Carsten, Autumn D. Krauss Uses of a Proactive Job Analysis Program Assessing the Need for a Job Analysis Program and Preparing for It Conducting a Job Analysis Program CHAPTER 3: CRITERIA FOR HUMAN RESOURCES PROGRAM EVALUATION - Stephen David Steinhaus, L. A. Witt Common Approaches and Pitfalls Characteristics of Good Criteria Practical Steps in Criterion Development and Implementation Part II: Staffing CHAPTER 4: RECRUITMENT - Michael M. Harris, Elliot D. Lasson Understanding the Recruitment Process Recruitment Sources Understanding the Recruitment Process Recruitment Sources Evaluating the Recruitment Function CHAPTER 5: SETTING STANDARDS - Andrew J. Falcone, Nambury S. Raju Setting Standards for Program Evaluation Evaluation of the Standard-Setting Programs Standard-Setting Procedures CHAPTER 6: EVALUATING PERSONNEL SELECTION SYSTEMS - Scott B. Morris, Russell Lobsenz Program Evaluation Process Reliability Interpreting Reliability Validity Test Administration Practices Fairness, Bias, and Discrimination Bias Utility Analysis CHAPTER 7: SELECTING MANAGERS AND EXECUTIVES: THE CHALLENGE OF MEASURING SUCCESS - Rob Silzer, Seymour Adler Selection Context Evaluating Selection Design Evaluating Selection Administration Evaluating Selection Decisions Evaluating Selection Outcomes Part III: Evaluating and Rewarding Employees CHAPTER 8: PERFORMANCE APPRAISAL AND FEEDBACK PROGRAMS - Janet L. Barnes-Farrell, Angela M. Lynch Goals of Appraisal and Feedback Systems Functions of Performance Appraisal Evaluating Performance Appraisal Measurement Functions Evaluating the Communications Function of Performance Appraisal CHAPTER 9: THE EVALUATION OF 360-DEGREE FEEDBACK PROGRAMS - John C. Scott, Manuel London An Overview of 360-Degree Feedback Criteria for Evaluating 360-Degree Feedback Methods for Evaluating the Quality of the 360-Degree Program Evaluators of the Survey Program Evaluating the Quality and Long-term Effects of 360-Degree Feedback Longitudinal Study CHAPTER 10: COMPENSATION ANALYSIS - Mary D. Baker Who Should Be Involved in the Preparation of Compensation Analysis? Pay Elements Included in a Compensation Study Methods of Analyzing Compensation Complex Pay Equity Techniques-Multiple Regression Analysis Explanatory Factors Tainted Variables Part IV: Employee Effectiveness CHAPTER 11: CONDUCTING TRAINING EVALUATION - Miguel A. Quinones, Scott Tonidandel Overview of Training Evaluation A 5-Step Model of Training Evaluation CHAPTER 12: SUCCESSION MANAGEMENT - Michael M. Harris, Manuel London, William C. Byham, Marilyn Buckner What Is Succession Management? Methods for Evaluating Competencies Determining Appropriate Developmental Activities Role of the CEO Line Manager Involvement Identifying the Organizational Level to Be the Target of the Succession Management Process and the Current and Future Requirements Selection Decisions Evaluating Succession Management A Case Example CHAPTER 13: A PRACTICAL GUIDE TO EVALUATING COACHING: TRANSLATING STATE-OF-THE-ART TECHNIQUES TO THE REAL WORLD - David B. Peterson, Kurt Kraiger Research on Coaching Challenges and Issues in Evaluating Coaching A Practical Guide to Evaluating Coaching Part V: Team and Organizational Effectiveness CHAPTER14: TEAM PERFORMANCE - Wendy S. Becker, John E. Mathieu Performance Evaluation as a General Process Measurement Framework for Understanding Team Performance Getting Started: How to Develop Team Performance Measures Sources of Measurement in Teams The Future of Team Performance Evaluation CHAPTER 15: THE EVALUATION OF JOB REDESIGN PROCESSES - Steven F. Cronshaw, Sidney A. Fine Five Principles of Job Redesign Evaluation Worker Criteria for the Evaluation of Job Redesign Programs Management Criteria for the Evaluation of Job Redesign Programs The Summative Evaluation of Job Redesign Bringing Together Worker and Management Criteria in Successful Job Redesign CHAPTER 16: ORGANIZATION DEVELOPMENT - Allan H. Church Overview of Organization Development A Process for Evaluating OD Interventions Case Examples CHAPTER 17: EVALUATING DIVERSITY PROGRAMS - Paul Rosenfeld, Dan Landis, David Dalsky Evaluating Diversity Programs: Barriers and Benefits Evaluating Diversity Programs: A 6-Step Plan Part VI: Organizational Communications CHAPTER 18: EVALUATING ORGANIZATIONAL SURVEY PROGRAMS - Jack E. Edwards, Bruce M. Fisher Methods for Gathering Evaluation Data Evaluators of the Survey Program Criteria for Judging Survey Program Quality CHAPTER 19: A PRACTICAL GUIDE TO EVALUATING COMPUTER-ENABLED COMMUNICATIONS - J. Philip Craiger, Virginia Collins, Alex Nicoll Dimensions of Communication Technologies Evaluating Corporate Needs Strategies for Selecting Among a Set of Alternatives Prevalent Communication Technologies Computer-Enabled Communication: Impact and Policies CHAPTER 20: CUSTOMER SERVICE PROGRAMS - L. A. Witt, Paulette Henry, Margareta Emberger The Role of Human Resources in Customer Service Identifying Stakeholders (Who) Selecting the Evaluation Criteria (What) Linking HR Programs with Customer Service Outcomes (Why) Part VII: Health and Work/Life Balance CHAPTER 21: HEALTH AND SAFETY TRAINING PROGRAMS - Michael J. Burke, Jill Bradley, Harold N. Bowers A Systems Approach to Health and Safety Training Measures of Health and Safety Training Program Effectiveness Guidelines for Assessing On-the-Job Behavior (STEP-3) Associated with Health and Safety Training Issues Concerning the Transfer of Health and Safety Training CHAPTER 22: WORK/LIFE BALANCE POLICIES AND PROGRAMS - E. Jeffrey Hill, Sara P. Weiner Introduction: Why Evaluate Work/Life Policies and Programs? Historical Overview Evaluating Work/Life Policies and Programs CHAPTER 23: EVALUATION OF HUMAN RESOURCE INFORMATION SYSTEMS - Jeffrey M. Stanton, Timothy V. Nolan, John R. Dale Brief Historical Overview of HRISs Primary Research Strategies for Evaluating an HRIS Assessors Who Can Conduct HRIS Evaluations Criteria for Judging HRIS Quality Integrating Criteria and Reporting Evaluation Results CHAPTER 24: GLOBAL HUMAN RESOURCE METRICS - Helen De Cieri, John Boudreau Talentship: A Decision Science for HR A Strategic Approach to the Measurement of Global HR A Model for Global HR Metrics CHAPTER 25: STRATEGIC PLANNING FOR HUMAN RESOURCES - Edward J. Kelleher, F. Stephen Cobe Key Strategic Planning Issues for HR The Strategic Planning-HR Interface HR Roles in the Strategic Management Process Evaluation of HR Strategy Glossary: Definitions of Technical and Statistical Terms Commonly Used in HR Program Evaluations - Chet Robie and Nambury S. Raju Index About the Editor About the Contributors

Jack E. Edwards

Papers

Impression management, social desirability, and computer administration of attitude questionnaires: Does the computer make a difference?

Organizational development interventions: a meta‐analysis of their effects on satisfaction and other attitudes

Methodology Review: Estimation of Population Validity and Cross-Validity, and the Use of Equal Weights in Prediction:

Responses on computer surveys: Impression management, social desirability, and the big brother syndrome

The Human Resources Program-Evaluation Handbook