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A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009Davis, Cole 2012 August 1900 (has links)
School-based problem-solving consultation is an indirect problem-solving process where the consultant works directly with the teacher in order to solve a current work problem of the teacher. The focus of school-based problem-solving consultation was to remediate a current difficult; however, during school-based problem-solving consultation, the teacher developed coping skills that improved his/her ability to handle future problems. Although the subject of several previous syntheses of the literature attesting to its promise, the current state of school-based problem consultation effectiveness was not known.
This study sought to update the school-based problem-solving consultation effectiveness literature as measured by conducting a meta-analysis spanning the years 1986 to 2009. A secondary goal was to identify variables that functioned as moderators. Following procedures advocated by Lipsey and Wilson in 2001, 19 studies were identified producing 205 effect sizes. However, these effect sizes were not calculated independently. Instead, the effect sizes from each study were averaged in order to form a mean effect size per study. The mean effects were then averaged to form the omnibus mean effect size.
The omnibus mean effect size from the 19 studies was g = 0.42, with a range of -0.01 to 1.52 demonstrating a medium-sized effect. This effect size was more modest in magnitude when compared to the previous school-based problem-solving consultation meta-analyses; however, the results indicated that school-based problem-solving consultation positively impacted client-level outcomes. With the exception of grade level, moderator analyses produced little information in terms of statistical differences between and among categories for “teacher type of class, consultant type, school type, referral source, referral reason, consultation model, comparison group, intervention type, design quality, outcome measured, and data type. For grade level, students in the “Other/Not Specified” category benefited most from school-based problem-solving consultation when compared to the “Elementary (K-6)” category. In addition to examining the omnibus mean effect size and potential moderators, limitations and implications for practice and future research were discussed.
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Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analysesHuang, Shu-Fen 2010 August 1900 (has links)
This study investigated the effects of output stimulus tasks and glosses on L2 incidental vocabulary learning. Two meta-analytic studies were conducted. The first was intended to provide a systematic statistical synthesis of the effects of output stimulus tasks on L2 incidental vocabulary learning. A total of 12 studies were included in this meta-analysis. Results showed that language learners gained more benefit from using output stimulus tasks to learn vocabulary than those who only read a text. Results also supported the involvement load hypothesis that language learners who perform a task with a higher extent of involvement load gain more L2 vocabulary. As opposed to studies with the low level of design quality, studies with high and medium levels of design quality were more likely to detect statistically significant differences among groups with different output stimulus tasks. Moreover, results suggested that time on task had a positive impact on L2 vocabulary learning. Learners who read a combination of expository and narrative texts outperformed those who only read either an expository or a narrative text in the vocabulary posttest. Learners who read a text with text-target word ratios of less than or equal to 2 percent did not learn significantly more vocabulary than those who read a text with a ratio of 2 percent to 5 percent.
The second meta-analysis study used meta-analytic techniques to explore the effects of L1 textual and image-based glosses on second language (L2) incidental vocabulary learning while reading. Results revealed that language learners who were provided with textual glosses gained more vocabulary than those who had no access to glosses. Results suggested that text-target word ratios played an important role in second language vocabulary learning. Language learners who read a passage with a text-target word ratio of ≤2 percent outperformed those who read a passage with a text-target word ratio between 2 percent and 5 percent. No statistically significant difference was found between the groups that were provided with multiple-choice and single glosses. Compared to paper-and-pencil environments, computer-assisted settings did not significantly enhance L2 vocabulary learning. Language learners who read narrative reading materials did not significantly outperform those who were exposed to expository texts with regard to incidental vocabulary learning. No significant difference in L2 vocabulary learning was observed between groups who were given L1 textual glosses and those who had access to L1 textual image-based glosses.
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Computerized, tailored, theory-based interventions for health behavior change : a comprehensive meta-analysis /Krebs, Paul Michael. January 2007 (has links)
Thesis (Ph.D.) -- University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 140-172).
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Comparability of multilingual assessments : an extension of meta-analytic methodology to instrument validationJoldersma, Kevin B. January 2006 (has links)
Thesis (Ph. D.)--Michigan State University. Counseling, Education, Psychology and Special Education, 2006. / Title from PDF t.p. (viewed on Nov. 17, 2008) Includes bibliographical references (p. 94-98). Also issued in print.
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Practical and theoretical issues in randomization /Belley, Chantal, January 1900 (has links)
Thesis (M. Sc.)--Carleton University, 2005. / Includes bibliographical references (p. 121-123). Also available in electronic format on the Internet.
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The effects of parent participation on child psychotherapy outcome : a meta-analytic review /Dowell, Kathy A. January 2005 (has links)
Thesis (Ph.D.)--Ohio University, March, 2005. / Includes bibliographical references (p. 100-116)
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Systematic review on meta-analysis in British Medical Journal, New England Journal of Medicine, the Lancet and JAMAWong, Kit-ming, Leone, January 2002 (has links)
Thesis (M.Med.Sc.)--University of Hong Kong, 2002. / Also available in print.
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A grounded theory for research synthesis of selected distance education literature /Chen, Tsang-yao. January 2005 (has links)
Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (p. 153-170)
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Ghrelin reflects changes in body size, not energy availability /Boyle, Kristen E. January 2005 (has links)
Thesis (M.S.)--Ohio University, June, 2005. / Includes bibliographical references (p. 88-96)
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Cyanobacteria-grazer interactions consequences of toxicity, morphology, and genetic diversity /Wilson, Alan Elliott. January 2006 (has links)
Thesis (Ph. D.)--Biology, Georgia Institute of Technology, 2006. / Klausmeier, Christopher, Committee Member ; Montoya, Joseph, Committee Member ; Snell, Terry, Committee Member ; Sarnelle, Orlando, Committee Member ; Hay, Mark, Committee Chair.
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