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Using Multivariate Statistics

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

Secret History: Return of the Black Death Channel 4, 7-8pm In 1348 the Black Death swept through London, killing people within days of the appearance of their first symptoms. Exactly how many died, and why, has long been a mystery. This Secret History documentary follows experts as they pick through the evidence and reveal why the plague killed on such a scale. And they ask, what might be coming next?

Medscape

The power of feedback.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice. Previous articles exploring school engagement, school bonding, and other associated terms (e.g., school attachment, school commitment, motivation) include a variety of definitions and measures. Items used in previous research addressing school engagement and related terms were classified into five contexts: a) academic performance, b) classroom behavior, c) extracurricular involvement, d) interpersonal relationships, and e) school community. Based on this review, it is suggested that school engagement is a multifaceted construct that includes affective, behavioral, and cognitive dimensions. Conceptualizing school engagement as a multifaceted construct has implications for both research and practice.

Toward an Understanding of Definitions and Measures of School Engagement and Related Terms

Retaining a child at grade level has become increasingly popular, consis- tent with the emphasis on accountability and standards in elementary education. This article provides a comprehensive review of the research examining the aca- demic and socioemotional outcomes associated with grade retention. Following a brief historical overview of previously published literature reviews, a summary of studies published between 1990 and 1999 is provided. A systematic review and meta-analysis of 20 recent studies includes: outcome variables (i.e., achievement and socioemotional adjustment), age or grade of retained population, matched or controlled for variables in analyses with comparison groups, and the overall con- clusion regarding the efficacy of grade retention. Results of recent studies and this meta-analysis are consistent with past literature reviews from the 1970s and 1980s. In addition to a summary of the results, the discussion addresses the disparity between educational practice and converging research regarding grade retention and suggests directions for practice. This review encourages researchers, educa- tional professionals, and legislators to abandon the debate regarding social promo- tion and grade retention in favor of a more productive course of action in the new millennium.

https://www.cde.state.co.us/sacpie/metaanalysisofgraderetentionresearch

Meta-Analysis of Grade Retention Research: Implications for Practice in the 21st Century.

A prospective longitudinal study of high school dropouts: Examining multiple predictors across development.

The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status.The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long-term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings. © 2002 Wiley Periodicals, Inc. In a review of retention research spanning the last 100 years, Jimerson (2001a) concluded that the results of research published during the past decade examining the efficacy of grade retention on academic achievement and socioemotional adjustment are consistent with the converging evidence and conclusions of research from the remainder of the century that fail to demonstrate that grade retention provides greater benefits to students with academic or adjustment difficulties than does promotion to the next grade. Moreover, results of recent longitudinal retention research suggests that children who are retained are more likely to drop out and less likely to attend post high school educational programs (Jimerson, 1999). The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention as a predictor variable.

Winning the battle and losing the war: examining the relation between grade retention and dropping out of high school

Jimerson, Swearer, Espelage, International Scholarship Advances Science and Practice Addressing Bullying in Schools. Part I: Foundations for Understanding Bullying. Olweus, Understanding and Researching Bullying: Some Critical Issues. Murray-Harvey, Slee, Taki, Comparative and Cross-cultural Research on School Bullying. Orpinas, Horne, Creating a Positive School Climate and Developing Social Competence. Espelage, Swearer, A Social-Ecological Model for Bullying Prevention and Intervention: Understanding the Impact of Adults in the Social Ecology of Youngsters. Twemlow, Fongay, Sacco, The Etiological Cast to the Role of the Bystander in the Social Architecture of Bullying and Violence in Schools and Communities. Alsaker, Gutzwiller-Helfenfinger, Social Behavior and Peer Relationships of Victims, Bully-victims, and Bullies in Kindergarten. Hymel, Schonert-Reichl, Bonanno, Vaillancourt, Henderson, Bullying and Morality: Understanding How Good Kids Can Behave Badly. Garandeau, Wilson, Rodkin, The Popularity of Elementary School Bullies in Gender and Racial Context. Smith, Bullying in Primary and Secondary Schools: Psychological and Organizational Comparisons. Taki, Relations Among Bullying, Stresses, and Stressors: A Longitudinal and Comparative Survey Among Countries. Buhs, Ladd, Herald-Brown, Victimization and Exclusion: Links to Peer Rejection, Classroom Engagement, and Achievement. Felix, Green, Popular Girls and Brawny Boys: The Role of Gender in Bullying and Victimization Experiences. Nickerson, Mele, Osborne-Oliver, Parent-child Relationships and Bullying. Pellegrini, Long, Solberg, Roseth, Pupuis, Bohn, Hickey, Bullying and Social Status During School Transitions. Vaillancourt, McDougall, Hymel, Sunderani, Respect or Fear? The Relationship Between Power and Bullying Behavior. Scherr, Larson, Bullying Dynamics Associated with Race, Ethnicity, and Immigration Status. D'Escury, Dudink, Bullying Beyond School: Examining the Role of Sports. Smith, Slonje, Cyberbullying: The Nature and Extent of a New Kind of Bullying, In and Out of School. Part II: Assessment and Measurement of Bullying. Cornell, Bandyopadhyay, The Assessment of Bullying. Bovaird, Scales and Surveys: Some Problems with Measuring Bullying Behavior. Vaillancourt, Clinton, McDougall, Schmidt, Hymel, The Neurobiology of Peer Victimization and Rejection. Swearer, Siebecker, Johnses-Frerichs, Wang, Assessment of Bullying/Victimization: The Problem of Comparability Across Studies and Across Methodologies. Furlong, Sharkey, Felix, Tanigawa, Freen, Bullying Assessment: A Call for Increased Precision of Self-Reporting Procedures. Cook, Williams, Guerra, Kim, Variability in the Prevalence of Bullying and Victimization: A Cross-National and Methodological Analysis. Part III: Research-based Prevention and Intervention. Twemlow, Vernberg, Fongay, Biggs, Nelson, Nelson, Sacco, A School Climate Intervention that Reduces Bullying by a Focus on the Bystander Audience Rather than the Bully and Victim. Olweus, Limber, The Olweus Bullying Prevention Program. Frey, Edstrom, Hirschstein, School Bullying: A Crisis or an Opportunity? Hazler, Carney, Cultural Variations in Characteristics of Effective Bullying Programs. Porter, Plog, Jens, Garrity, Sager, Bully-Proofing Your Elementary School: Creating a Caring Community. Salmivalli, Karna, Poskiparta, From Peer Putdowns to Peer Support. Rigby, Bauman, How School Personnel Tackle Cases of Bullying: A Critical Examination. Pepler, Craig, O'Connell, Peer Processes in Bullying: Informing Prevention and Intervention Strategies. Slee, The PEACE Pack: A Program for Reducing Bullying in Our Schools. Robles-Pina, Norman, Campbell-Bishop, McKay School Safety Program (MSSP): A Bilingual Bicultural Approach. Horne, Swearer, Givens, Meints, Bully Busters: Reducing Bullying by Changing Teacher and Student Behavior. Downs, Prevention of Bullying at a Systemic Level in Schools. Crothers, Kolbert, Teachers' Management of Student Bullying in the Classroom. Rigby, School Bullying and the Case for the Method of Shared Concern. Plog, Epstein, Jens, Porter, Sustainability of Bullying Intervention and Prevention Programs. Jimerson, Huai, International Perspectives on Bullying Prevention and Intervention.

Shane R. Jimerson

Papers

Toward an Understanding of Definitions and Measures of School Engagement and Related Terms

Meta-Analysis of Grade Retention Research: Implications for Practice in the 21st Century.

A prospective longitudinal study of high school dropouts: Examining multiple predictors across development.

Winning the battle and losing the war: examining the relation between grade retention and dropping out of high school

Handbook of bullying in schools ; an international perspective