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

The increasing integration of the Internet of Everything into the industrial value chain has built the foundation for the next industrial revolution called Industrie 4.0. Although Industrie 4.0 is currently a top priority for many companies, research centers, and universities, a generally accepted understanding of the term does not exist. As a result, discussing the topic on an academic level is difficult, and so is implementing Industrie 4.0 scenarios. Based on a quantitative text analysis and a qualitative literature review, the paper identifies design principles of Industrie 4.0. Taking into account these principles, academics may be enabled to further investigate on the topic, while practitioners may find assistance in identifying appropriate scenarios. A case study illustrates how the identified design principles support practitioners in identifying Industrie 4.0 scenarios.

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Design Principles for Industrie 4.0 Scenarios

List of figures List of tables List of boxes Introduction Part I. Effect Sizes and the Interpretation of Results: 1. Introduction to effect sizes 2. Interpreting effects Part II. The Analysis of Statistical Power: 3. Power analysis and the detection of effects 4. The painful lessons of power research Part III. Meta-Analysis: 5. Drawing conclusions using meta-analysis 6. Minimizing bias in meta-analysis Last word: thirty recommendations for researchers Appendices: 1. Minimum sample sizes 2. Alternative methods for meta-analysis Bibliography Index.

The essential guide to effect sizes : statistical power, meta-analysis, and the interpretation of research results

I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

http://platform.almanhal.com/Files/?ID=T2-41793-MLA0011322.pdf

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

Background Thyrotoxicosis has multiple etiologies, manifestations, and potential therapies. Appropriate treatment requires an accurate diagnosis and is influenced by coexisting medical conditions and patient preference. This document describes evidence-based clinical guidelines for the management of thyrotoxicosis that would be useful to generalist and subspecialty physicians and others providing care for patients with this condition. Methods The American Thyroid Association (ATA) previously cosponsored guidelines for the management of thyrotoxicosis that were published in 2011. Considerable new literature has been published since then, and the ATA felt updated evidence-based guidelines were needed. The association assembled a task force of expert clinicians who authored this report. They examined relevant literature using a systematic PubMed search supplemented with additional published materials. An evidence-based medicine approach that incorporated the knowledge and experience of the panel was used to update the 2011 text and recommendations. The strength of the recommendations and the quality of evidence supporting them were rated according to the approach recommended by the Grading of Recommendations, Assessment, Development, and Evaluation Group. Results Clinical topics addressed include the initial evaluation and management of thyrotoxicosis; management of Graves' hyperthyroidism using radioactive iodine, antithyroid drugs, or surgery; management of toxic multinodular goiter or toxic adenoma using radioactive iodine or surgery; Graves' disease in children, adolescents, or pregnant patients; subclinical hyperthyroidism; hyperthyroidism in patients with Graves' orbitopathy; and management of other miscellaneous causes of thyrotoxicosis. New paradigms since publication of the 2011 guidelines are presented for the evaluation of the etiology of thyrotoxicosis, the management of Graves' hyperthyroidism with antithyroid drugs, the management of pregnant hyperthyroid patients, and the preparation of patients for thyroid surgery. The sections on less common causes of thyrotoxicosis have been expanded. Conclusions One hundred twenty-four evidence-based recommendations were developed to aid in the care of patients with thyrotoxicosis and to share what the task force believes is current, rational, and optimal medical practice.

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2016 American Thyroid Association Guidelines for Diagnosis and Management of Hyperthyroidism and Other Causes of Thyrotoxicosis

Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.

A guide to writing the dissertation literature review.

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A Guide to Writing the Dissertation Literature Review.

Propensity score matching is a statistical technique in which a treatment case is matched with one or more control cases based on each case’s propensity score. This matching can help strengthen causal arguments in quasi-experimental and observational studies by reducing selection bias. In this article we concentrate on how to conduct propensity score matching using an example from the field of education. Our goal is to provide information that will bring propensity score matching within the reach of research and evaluation practitioners.

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A Step-by-Step Guide to Propensity Score Matching in R

In this meta-analysis, the author analyzed 18 response card articles, theses, or dissertations to determine the magnitude of effect that response card strategies have on test achievement, quiz achievement, class participation, and intervals of off-task behavior. The author also determined whether the type of response cards used or the presence or absence of ceiling effects had a differential effect on study outcomes. Using the traditional method of hand raising as a control condition, he found that response cards have large, statistically significant effect sizes for test achievement, quiz achievement, participation, and reduction in intervals of disruptive behavior. No significant difference was found between types of response cards used. Although the difference was not statistically significant, studies with ceiling effects had, on average, effect sizes that were notably lower than studies without ceiling effects. Place of publication, type of publication, and sample size were not significant moderators...

Justus J. Randolph

Papers

A guide to writing the dissertation literature review.

A Guide to Writing the Dissertation Literature Review.

A Step-by-Step Guide to Propensity Score Matching in R

Meta-Analysis of the Research on Response Cards: Effects on Test Achievement, Quiz Achievement, Participation, and Off-Task Behavior.

Teachers’ engagement and students’ satisfaction with a playful learning environment