For teachers maximizing impact on learning

Math and sciences
Mathematics
432
Curricula
Athapilly
1978
134
810
0.24
0.030
Moder
n vs trad maths
433
Curricula
Parham
1983
64
171
0.53
0.099
Manipulative materials
434
Curricula
Sutawidjaja
1987
19
40
0.00
Manipulative materials
435
Curricula
Domino
2010
31
5,288
35
0.50
Manipulative materials
436
Curricula
Slavin
2008
87
87
0.22
Ef
fective maths pr
ograms
437
Curricula
G
ersten, Char
d, 
2008
44
4,772
108
0.55
Maths pr
ograms with 
Jayanthi, Baker
, 
lear
ning disabled students
Morphy
, Flojo
438
Curricula
Rakes, V
alentine, 
2010
82
22,424
109
0.29
0.139
Algebra strategies
McGatha & Ronau
439
Curricula
Fuchs & Fuchs
1985
16
17
0.46
0.009
Use of graphing paper
440
Curricula
Moin
1987
na
na
0.23
Self-paced method of calculus
instruction
441
Curricula
Friedman
1989
136
394
0.88
Spatial ef
fects in maths
442
Curricula
LeNoir
1989
45
135
0.19
Manipulative materials
443
Curricula
Mitchell
1987
29
34
0.11
0.083
Discovery methods in
mathematics
444
Curricula
Sowell
1989
60
138
0.19
Manipulative materials
445
Curricula
Fischer & T
a
rver
1997
7
277
22
1.01
V
ideodisc math 
446
Curricula
Lee
2000
61
5,172
97
0.60
0.100
Math pr
ograms on lear
ning
disabled students
447
Curricula
Baker
, Gersten & Lee
2002
15
1,271
39
0.51
Feedback and peer tutoring with
low achieving students

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
448
Curricula
Haas
2005
35
66
0.38
0.141
T
eaching methods in algebra
449
Curricula
Malofeeva
2005
29
1,845
29
0.47
0.047
Maths pr
ograms for K-2
450
Curricula
Hembr
ee
2005
75
452
0.16
Non-contigent variables
Use of calculators
451
Curricula
Hembr
ee & Dessart
1986
79
524
0.14
Use of calculators in pr
e-college
students
452
Curricula
Smith
1996
24
54
0.25
Use of calculators
453
Curricula
Ellington
2000
53
305
0.28
Use of calculators in pr
e-college
students
454
Curricula
Nikolaou
2001
24
103
0.49
0.092
Use of calculators on pr
oblem-
solving
455
Curricula
Ellington
2006
42
97
0.19
Use of non-CAS graphing
calculators
Science
456
Curricula
El-Memr
1979
59
250
0.17
T
rad vs enquiry method for
biology
457
Curricula
B
redderman
1980
50
17
0.12
T
extbooks vs pr
ocess curricula
458
Curricula
W
einstein, Boulanger 
1982
33
19,149
33
0.31
Science curriculum ef
fects
& W
alber
g
459
Curricula
B
redderman
1983
57
13,000
400
0.35
Activity-based methods
460
Curricula
Scott, T
olson, 
2005
61
159,695
61
0.67
Science teaching strategies
Schr
oeder
, Lee, 
Huang, Hu & Bentz
461
Curricula
Shymansky
, Kyle & 
1983
105
45,626
341
0.43
New science curricula
Alport

462
Curricula
W
ise & Okey
1983
160
400
0.34
Science teaching strategies
463
Curricula
Shymansky
1984
47
6,035
43
0.64
Biology science curricula
464
Curricula
Horak
1985
40
472
0.57
Lear
ning science fr
om textual
materials
465
Curricula
Guzzetti, Snyder
, 
1993
23
35
0.29
On misconceptions in r
eading
Glass & Gamas
466
Curricula
Guzzetti, Snyder
, 
1993
70
126
0.81
Conceptual change in science
Glass & Gamas
467
Curricula
W
ise
1996
140
375
0.32
Strategies for science teaching
468
Curricula
Rubin
1996
39
39
0.22
0.018
Laboratory component in college
science
469
Curricula
Schr
oeder
, Scott, 
2007
61
159,695
61
0.67
T
eaching strategies in science
T
olson, Huang & Lee
Other curricular pr
ograms
V
alues/moral education programs
470
Curricula
Schlaefli, Rest & 
1985
55
68
0.28
Ef
fects on moral judgements
Thoma
471
Curricula
Ber
g
2003
29
27,064
29
0.20
Character ed pr
ograms on
knowledge
Perceptual-motor programs
472
Curricula
Kavale & Mattson
1983
180
13,000
637
0.08
0.011
PM pr
ograms on lear
ning
disabled
Integrated curriculum programs
473
Curricula
Hartzler
2000
30
30
0.48
0.086
Integrated curriculum 
pr
ograms
474
Curricula
Hurley
2001
31
7,894
50
0.31
0.015
Integrated science and maths
pr
ograms

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
T
actile stimulation
475
Curricula
O
ttenbacher
, Muller
, 
1987
19
505
103
0.58
0.145
T
actile stimulation
Brandt, Heintzelman, 
Hojem & Sharpe
Social skills programs
476
Curricula
D
enham & Almeida
1987
70
70
0.62
Social pr
oblem-solving 
pr
ograms
477
Curricula
Hanson
1988
63
586
0.65
0.034
Social skill training
478
Curricula
S
chneider
1992
79
12
0.19
Enhancing peer r
elations
479
Curricula
Swanson & Malone
1992
39
3,944
366
0.72
0.043
Social skills of lear
ning disabled
and non-disabled students
480
Curricula
Durlak, W
eissber
g, 
2011
35
270,034
35
0.34
Social and emotion interventions
Dymnicki, Schellinger 
on achievement
& T
aylor
481
Curricula
Beelmann, Pfingsten 
1994
49
23
–0.04
Social competence training on
& Losel
achievement outcomes
482
Curricula
For
ness & Kavale
1996
53
2,113
328
0.21
0.034
Social skills with lear
ning
dif
ficulties
483
Curricula
Kavale & For
ness
1996
152
858
0.65
0.015
Social skills of lear
ning disabled
and non-disabled students
484
Curricula
Quinn, Kavale, Mathur
, 
1999
35
1,123
35
0.20
0.03
Social skills with emotional and
Rutherfor
d & For
ness
behavioural disor
ders
Cr
eativity programs
485
Curricula
Rose & Lin
1984
158
158
0.47
0.054
Long-term cr
eativity pr
ograms
486
Curricula
Cohn
1986
106
177
0.55
Cr
eativity training ef
fectiveness
487
Curricula
Bangert-Dr
owns & 
1990
20
20
0.37
Explicit instruction of cr
eativity
Bankert

488
Curricula
Hollingsworth
1991
39
39
0.82
Cr
eativity pr
ograms
489
Curricula
Conar
d
1992
na
na
0.48
Cr
eative dramatics
490
Curricula
Scope
1998
30
40
0.90
0.188
Instructional influences on
cr
eativity
4
9
1
C
u
rr
ic
u
la
Scott, Leritz & Mumfor
d
2004
70
70
0.64
Cr
eativity pr
ograms
492
Curricula
Bertrand
2005
45
45
0.64
0.10
Cr
eativity pr
ograms
4
9
3
C
u
rr
ic
u
la
Higgins, Hall, Baumfield
2005
19
19
0.62
Thinking pr
ograms on
& Moseley
achievement
494
Curricula
Huang
2005
51
62
0.89
0.098
Cr
eativity pr
ograms
495
Curricula
Berkowitz
2006
23
5,000
39
0.46
0.050
V
arious cr
eative communication
strategies
496
Curricula
Abrami, Ber
nar
d, 
2006
124
18,299
168
1.01
Interventions to impr
ove critical
Zhang, Bor
okhovski, 
thinking skills
Surkes & W
ade
Outdoor programs
497
Curricula
Cason & Gillis
1994
43
11,238
10
0.61
0.051
Outdoor education on high-
school achievement
498
Curricula
Hattie, Marsh, Neill & 
1997
96
12,057
30
0.46
Outwar
d Bound
Richar
ds
499
Curricula
Laidlaw
2002
48
3,550
389
0.49
0.020
Outdoor education on
achievement
Play
500
Curricula
Spies
1987
24
2,491
24
0.26
Impact of play on achievement
501
Curricula
Fisher
1992
46
2,565
46
0.74
Impact of play on achievement
Bilingual programs
502
Curricula
Powers & Rossman
1984
16
1,257
16
0.12
Bilingual pr
ograms
503
Curricula
W
illig
1985
16
513
0.10
Bilingual pr
ograms

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
504
Curricula
O
h
1987
54
6,207
115
1.21
0.140
Bilingual pr
ograms for Asian
students
505
Curricula
G
reene
1997
11
2,719
11
0.18
Bilingual pr
ograms
506
Curricula
McField
2002
10
12
0.35
Bilingual pr
ograms
507
Curricula
Rolstad, Mahoney 
2005
4
4
3
0.16
Bilingual pr
ograms in Arizona
& Glass
508
Curricula
Slavin & Cheung
2005
17
17
0.45
Bilingual and English-only
reading pr
ograms
Extra-curricular activities
509
Curricula
Scott-Little, Hamann 2002
6
0.18
After
-school car
e pr
ograms
& Jurs
510
Curricula
Lewis & Samuels
2004
10
10
0.47
0.101
General activities
511
Curricula
Lewis & Samuels
2004
5
5
0.10
0.058
Sports
512
Curricula
Lewis & Samuels
2004
8
8
–0.01
0.058
W
ork
513
Curricula
Chappella, Nunneryb, 
2011
140,345
801
0.03
0.004
Supplemental education services
Pribeshc & Hager
d
out of school
514
Curricula
Shulruf
2011
29
148
0.19
Extra-curricular activities
515
Curricula
Conway
, Amiel & 
2009
19
1,193
19
0.43
Service lear
ning
Gerswein
516
Curricula
Durlak, W
e
isber
g & 
2007
73
45
0.13
After
-school pr
ograms
Casel
Car
eer inter
ventions
517
Curricula
Baker & Popowicz
1983
18
118
0.50
0.050
Evaluating car
eer ed on
outcomes
518
Curricula
Oliver & Spokane
1988
58
58
0.48
Car
eer education interventions
519
Curricula
Evans & Bur
ck
1992
67
159,243
67
0.17
Car
eer education interventions

TEACHING
Strategies emphasizing lear
ning intentions
Goals
520
T
eaching
Chidester & Grigsby
1984
21
1,770
21
0.44
0.030
Goal dif
ficulty
521
T
eaching
Fuchs & Fuchs
1985
18
96
0.64
Long-term vs short-term goals
522
T
eaching
T
ubbs
1986
87
147
0.58
0.030
Goal dif
ficulty
, specificity
, and
feedback
523
T
eaching
Mento, Steel & Karr
e
n
1987
70
7,407
118
0.58
0.018
Goal dif
ficulty
524
T
eaching
W
ood, Mento & Locke
1987
72
7,548
72
0.58
0.149
Goal dif
ficulty
525
T
eaching
W
ood, Mento & Locke
1987
53
6,635
53
0.43
0.063
Goal specificity
526
T
eaching
W
right
1990
70
7,161
70
0.55
0.018
Goal dif
ficulty
527
T
eaching
Donovan & Radosevich
1998
21
2,360
21
0.36
Goal commitment
528
T
eaching
Klein, W
esson, 
1999
74
83
0.47
Goal commitment
Hollenbeck & Alge 
529
T
eaching
Carpenter
2007
48
12,466
48
0.24
Mastery goals on achievement
530
T
eaching
Hulleman, Schrager
, 
2010
243
91,087
243
0.12
Appr
oach goals on achievement
Bodmann & 
Harackiewica
531
T
eaching
Bur
ns
2004
55
45
0.82
0.089
Degr
ee of challenge
532
T
eaching
Gollwitzer & Sheeran
2007
63
8,461
94
0.72
Goal intentions on achievement
Behavioural objectives/advance organizers
533
T
eaching
Kozlow
1978
77
91
0.89
0.017
Advance or
ganizers
534
T
eaching
Luiten, Ames & 
1980
135
160
0.21
Advance or
ganizers
Ackerman
535
T
eaching
Stone
1983
29
112
0.66
0.074
Advance or
ganizers
536
T
eaching
Lott
1983
16
147
0.24
Advance or
ganizers in science
537
T
eaching
Asencio
1984
111
111
0.12
Behavioural objectives

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
538
T
eaching
Klauer
1984
23
52
0.40
Intentional lear
ning
539
T
eaching
Rolhelser
-Bennett
1987
12
1,968
45
0.80
Advance or
ganizers
540
T
eaching
Mahar
1992
50
50
0.44
Advance or
ganizers
541
T
eaching
Catts
1992
14
80
–0.03
0.056
Incidental lear
ning
542
T
eaching
Catts
1992
90
1065
0.35
0.013
Intentional lear
ning
543
T
eaching
Pr
eiss & Gayle
2006
20
1,937
20
0.46
Advance or
ganizers
Concept mapping
544
T
eaching
Moor
e & Readence
1984
161
161
0.22
0.050
Graphics or
ganizers in
mathematics
545
T
eaching
V
azquez & Carballo
1993
17
19
0.57
0.032
Concept mapping in science
546
T
eaching
Horton, McConney
, 
1993
19
1,805
19
0.45
Concept mapping in science
Gallo, W
oods, Senn & 
Hamelin
547
T
eaching
Kang
2002
14
14
0.79
Graphics or
ganizers in r
eading
with lear
ning disabled
548
T
eaching
Campbell
2009
38
46
0.79
Concept mapping in all subjects
549
T
eaching
Kim, V
aughn, 
2004
21
848
52
0.81
0.081
Graphics or
ganizers in r
eading
W
anzek & W
e
i
550
T
eaching
Nesbit & Adesope
2006
55
5,818
67
0.55
0.040
Concept and knowledge maps
Lear
ning hierarchies
551
T
eaching
Hor
on & L
ynn
1980
24
24
0.19
Lear
ning hierar
chies
Strategies emphasizing success criteria
Master
y lear
ning
552
T
eaching
Block & Bur
ns
1976
45
45
0.83
Mastery lear
ning
553
T
eaching
Willett, Y
amashita & 
1983
130
13
0.64
Mastery teaching in science
Anderson

554
T
eaching
Guskey & Gates
1985
38
7,794
35
0.78
Gr
oup-based mastery lear
ning
555
T
eaching
Guskey
1988
43
78
0.61
Mastery lear
ning
556
T
eaching
Hefner
1985
8
1,529
12
0.66
Mastery lear
ning/competency-
based methods
557
T
eaching
Kulik & Kulik
1986
49
49
0.54
0.055
Mastery testing
558
T
eaching
Slavin
1987
7
7
0.04
Mastery lear
ning
559
T
eaching
Guskey & Pigott
1988
43
78
0.61
Gr
oup-based mastery lear
ning
560
T
eaching
Hood
1990
23
23
0.56
Mastery lear
ning
561
T
eaching
Kulik, Kulik & 
1990
34
34
0.52
Mastery lear
ning
Bangert-Dr
owns
Keller Personalized System of Instruction
562
T
eaching
Kulik, Kulik & Cohen
1979
61
75
0.49
PSI and achievement
563
T
eaching
Willett, Y
amashita & 
1983
130
15
0.60
PSI in science
Anderson
564
T
eaching
Kulik, Kulik & 
1988
72
72
0.49
PSI in college students
Bangert-Dr
owns
W
orked examples
565
T
eaching
Crissman
1986
62
3,324
151
0.57
0.042
W
o
rked examples on
achievement
Strategies emphasizing feedback
Feedback
566
T
eaching
L
ysakowski & W
alber
g
1980
39
4,842
102
1.17
Classr
oom r
einfor
cement
567
T
eaching
Wilkinson
1981
14
14
0.12
T
eacher praise
568
T
eaching
W
alber
g
1982
19
19
0.81
Cues and r
einfor
cement
569
T
eaching
L
ysakowski & W
alber
g
1982
54
15,689
94
0.97
Cues, participation, and
corr
ective feedback
570
T
eaching
Y
eany & Miller
1983
49
49
0.52
Diagnostic feedback in college
science

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
571
T
eaching
Schmmel
1983
15
15
0.47
0.034
Feedback fr
om computer
instruction
572
T
eaching
Getsie, Langer & Glass
1985
89
89
0.14
Rewar
ds and punishment
573
T
eaching
Skiba, Casey & Center
1985
35
315
0.68
Non-aversive pr
ocedur
es
574
T
eaching
Miller
2003
8
8
1.08
Oral negative feedback on
lear
ning
575
T
eaching
L
yster & Saito
2010
15
28
0.74
0.024
576
T
eaching
Menges & Brinko
1986
27
31
0.44
0.115
Student evaluation as feedback
577
T
eaching
Rummel & Feinber
g
1988
45
45
0.60
Extrinsic feedback r
ewar
ds
578
T
eaching
Kulik & Kulik
1988
53
53
0.49
Timing of feedback
579
T
eaching
T
enenbaum & Goldring
1989
15
522
15
0.72
Cues and r
einfor
cement
580
T
eaching
L
’Hommedieu, Menges 
1990
28
1,698
28
0.34
Feedback fr
om college student
& Brinko
ratings
581
T
eaching
Bangert-Dr
owns, Kulik, 
1991
40
58
0.26
0.060
Feedback fr
om tests
Kulik & Mor
gan
582
T
eaching
Wiersma
1992
20
865
17
0.50
0.086
Intrinsic vs extrinsic r
ewar
ds
583
T
eaching
T
ravlos & Pratt
1995
17
17
0.71
0.010
Knowledge of r
esults
584
T
eaching
Azevedo & Ber
nar
d 
1995
22
22
0.80
Computer
-pr
esented feedback
585
T
eaching
Standley
1996
98
208
2.87
Music as r
einfor
cement
586
T
eaching
Kluger & DeNisi
1996
470
12,652
470
0.38
Feedback
587
T
eaching
Neubert
1998
16
744
16
0.63
0.028
Goals plus feedback
588
T
eaching
Swanson & Lussier
2001
30
5,104
170
1.12
0.093
Dynamic assessment (feedback)
589
T
eaching
Baker & Dwyer
2005
11
1,341
122
0.93
Field independent vs field
dependent
590
T
eaching
Witt, Wheeless & Aooen
2006
81
24,474
81
1.15
Immediacy of teacher feedback

Fr
equency/effects of testing
591
T
eaching
Kulik, Kulik & Bangert
1984
19
19
0.42
0.080
Practice testing
592
T
eaching
Fuchs & Fuchs
1986
22
1,489
34
0.28
Examiner familiarity ef
fects
593
T
eaching
Bangert-Dr
owns, 1991
35
35
0.23
Fr
equent 
testing
Kulik & Kulik
594
T
eaching
Gocmen
2003
78
233
0.40
0.047
Fr
equent testing
595
T
eaching
Kim
2005
148
644
0.39
0.016
Formative assessment
596
T
eaching
Kim
2005
148
622
0.39
Performance assessment on
achievement
597
T
eaching
Lee
2006
12
55
0.36
0.061
T
est-driven exter
nal testing
598
T
eaching
Hausknecht, Halpert, 
2007
107
134,436
107
0.26
0.016
Practice and r
etesting ef
fects
Di Paolo & Moriarty-
Gerrar
d
T
eaching test-taking
599
T
eaching
Messick & Jungeblut
1981
12
12
0.15
Coaching for SA
T
600
T
eaching
Bangert-Dr
owns, 
1983
30
30
0.25
T
raining in test-taking skills
Kulik & Kulik
601
T
eaching
DerSimonian & Lair
d
1983
36
15,772
36
0.07
Coaching on the SA
T-M/V
602
T
eaching
Haynie
2007
8
8
0.76
T
est-taking on r
etention lear
ning
603
T
eaching
Samson 
1985
24
24
0.33
0.039
T
raining in test-taking skills
604
T
eaching
Scruggs, White & 
1986
24
65
0.21
T
raining in test-taking skills
Bennion
605
T
eaching
Kalaian & Becker
1986
34
34
0.34
0.010
Coaching for SA
T
606
T
eaching
Powers
1986
10
44
0.21
Coaching for college admission
607
T
eaching
Becker
1990
48
70
0.30
Coaching for SA
T
608
T
eaching
Witt
1993
35
35
0.22
T
raining in test-taking skills
609
T
eaching
Kulik, Bangert-Dr
owns 
1994
14
14
0.15
Coaching for SA
T
& Kulik

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Providing for
mative evaluation to teachers
610
T
eaching
Fuchs & Fuchs
1986
21
3,835
21
0.70
Formative evaluation
611
T
eaching
Bur
ns & Symington
2002
9
5
7
1.10
0.079
Use of pr
e-r
eferral intervention
teams
Response to inter
vention
612
T
eaching
T
ran, Sanchez, 
2011
13
107
1.07
Response to intervention
Ar
ellano & Swanson
pr
ograms
Questioning
613
T
eaching
Redfield & Rousseau
1981
14
14
0.73
T
eacher questioning
614
T
eaching
L
yday
1983
65
65
0.57
Adjunct questions
615
T
eaching
Hamaker
1986
61
121
0.13
0.009
Factual adjunct questions
616
T
eaching
Samson, Strykowski, 
1987
14
14
0.26
0.086
T
eacher questioning
W
einstein & W
alber
g
617
T
eaching
Gliesmann, Pugh, 
1988
26
26
0.82
T
eacher questioning
Dowden & Hutchins
618
T
eaching
Berkeley
, Scruggs 
2009
30
30
0.68
Questioning/strategy instruction
& Mastr
opieri
in r
eading
619
T
eaching
Gayle, Pr
eiss & Allen
2006
13
13
0.31
0.108
T
eacher questioning
620
T
eaching
Randolph
2007
18
18
0.38
Response car
ds to questioning
Classroom discussion
621
T
eaching
Murphy
, Wilkinson, 
2011
42
42
0.82
Fostering classr
oom discussion
Soter & Hennessey
T
eacher immediacy
622
T
eaching
Allen, Witt & Wheeless
2007
16
5,437
16
0.16
Immediacy on cognitive
outcomes