For teachers maximizing impact on learning

Strategies emphasizing student perspectives in lear
ning
T
ime on task
623
T
eaching
Bloom
1976
11
28
0.75
Time on task
624
T
eaching
Fr
edrick
1980
35
35
0.34
Time on task
625
T
eaching
Catts
1992
18
37
0.19
0.101
Time on task
626
T
eaching
Shulruf, Keuskamp & 
2006
36
36
0.24
T
a
king mor
e
 coursework
Timperley
Spaced vs mass practice
627
T
eaching
Lee & Genovese
1988
0.96
Spaced vs massed practice
628
T
eaching
Donovan & Radosevich
1999
63
112
0.46
Spaced vs massed practice
Peer tutoring
629
T
eaching
Hartley
1977
29
50
0.63
0.089
Ef
fects on tutees in maths
630
T
eaching
Hartley
1977
29
18
0.58
0.201
Ef
fects on tutors in maths
631
T
eaching
Cohen, Kulik & Kulik
1982
65
52
0.40
0.069
Ef
fects on tutees
632
T
eaching
Cohen, Kulik & Kulik
1982
65
33
0.33
0.090
Ef
fects on tutors
633
T
eaching
Phillips
1983
302
302
0.98
T
utorial training of conservation
634
T
eaching
Cook, Scruggs, 
1985
19
49
0.53
0.106
Handicapped as tutors
Mastr
opieri & Casto
635
T
eaching
Cook, Scruggs, 
1985
19
25
0.58
0.120
Handicapped as tutees
Mastr
opieri & Casto
636
T
eaching
Mathes & Fuchs
1991
11
74
0.36
Peer tutoring in r
eading
637
T
eaching
Batya, V
aughn, 
2000
32
1,248
216
0.41
Peer tutoring in r
eading
Hughes & Moody
638
T
eaching
Elbaum, V
aughn, 
2000
29
325
216
0.67
0.067
One-to-one tutoring 
Hughes & Moody
pr
ograms in r
eading
639
T
eaching
Rohrbeck, Ginsbur
g-
2003
90
90
0.59
0.095
Peer
-assisted lear
ning in
Block, Fantuzzo & 
elementary students
Miller

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
640
T
eaching
Erion
2006
32
32
0.82
0.156
Par
ent tutoring childr
en
641
T
eaching
Ginsbur
g-Block, 2006
28
26
0.35
0.040
Peer
-assisted 
lear
ning
Rohrbeck & Fantuzzo
642
T
eaching
Kunsch, Jitendra & 
2007
17
1,103
17
0.47
Peer
-mediated instruction in
Sood
math with lear
ning disabled
students
V
olunteer tutors
643
T
eaching
Ritter
, Bar
nett, Denny 
2009
21
2,180
28
0.26
Adult volunteers
& Albin
Mentoring
644
T
eaching
Eby
, Allen, Evans, 
2007
31
10,250
31
0.16
0.04
Mentoring on performance
Ng & DuBois
outcomes
645
T
eaching
du Bois, Holloway
, 
2008
43
43
0.13
0.05
Mentoring on academic
V
alentine & Cooper
outcomes
Strategies emphasizing student meta-cognitive/self-r
egulated lear
ning
Meta-cognition strategies
646
T
eaching
Haller
, Child & W
alber
g
1988
20
1,553
20
0.71
0.181
Meta-cognitive training pr
ograms
in r
eading
647
T
eaching
Chiu
1998
43
3,475
123
0.67
Meta-cognitive interventions in
reading
Study skills
648
T
eaching
Sanders
1979
28
6,140
28
0.37
Reading-study pr
ograms

649
T
eaching
Kulik, Kulik & Shwalb
1983
57
57
0.27
0.042
Study skills pr
eparation
pr
ograms
650
T
eaching
Crismor
e
1985
100
100
1.04
Summarizing strategies
651
T
eaching
Henk & Stahl
1985
21
25
0.34
0.129
Note-taking
652
T
eaching
Rolhelser
-Bennett
1987
12
1,968
78
1.28
Memory training
653
T
eaching
Runyan
1987
32
3,698
51
0.64
Mnemonic keywor
d r
ecall
pr
ogram
654
T
eaching
Mastr
opieri & Scruggs
1989
19
19
1.62
0.18
Mnemonic keywor
d r
ecall
pr
ogram
655
T
eaching
Burley
1994
27
7,285
40
0.13
College pr
ograms for
underpr
epar
ed
656
T
eaching
Hattie, Biggs & Pur
die
1996
51
5,443
270
0.45
0.030
Study skills
657
T
eaching
Pur
die & Hattie
1999
52
653
0.28
0.007
Study skills
658
T
eaching
Robbins, Lauver
, Le, 
2004
109
476
279
0.41
0.240
Study skills at college
Davis, Langley & 
Carlstr
om 
659
T
eaching
Lavery
2005
30
1,937
223
0.46
0.060
Self-r
egulated lear
ning
660
T
eaching
Benz & Schmitz
2009
28
28
0.78
Self-r
egulated lear
ning
661
T
eaching
Sitzmann & Ely
2011
369
90,380
855
0.37
Self-r
egulation strategies
662
T
eaching
Kim, Kim, Lee, Park, 
2008
50
97
0.96
T
eaching lear
ning strategies
Hong & Kim
663
T
eaching
Mesmer
-Magnus & 
2010
128
13,684
159
0.62
T
eaching lear
ning strategies
V
iswesvaran
664
T
eaching
Scruggs, Mastr
opieri, 
2010
35
2,403
94
1.00
T
eaching lear
ning strategies to
Berkeley & Graetz
secondary lear
ning disabled
students
665
T
eaching
Kobayashi
2005
57
131
0.22
Ef
fects of note-taking
666
T
eaching
Dignath, Buettner & 
2008
30
2,364
263
0.69
0.030
Self-r
egulation strategies
Langfeldt

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Self-verbalization/self-questioning
667
T
eaching
Rock
1985
47
1,398
684
0.51
0.060
Special ed self-instructional
training
668
T
eaching
Duzinski
1987
45
377
0.84
Self-verbalizing instruction
training
669
T
eaching
Huang
1991
21
1,700
89
0.58
Student self-questioning
Student control over lear
ning
670
T
eaching
Niemiec, Sikorski & 
1996
24
24
–0.03
0.149
Student contr
ol over lear
ning in
W
alber
g
CAI
671
T
eaching
Patall, Cooper & 
2008
41
14
0.10
0.027
Contr
ol over lear
ning on
Robinson
subsequent contr
ol
Student-centr
ed teaching
672
T
eaching
Pr
eston
2007
19
19
0.54
0.149
Student-centr
ed vs teacher
-
centr
ed appr
oach
Aptitude-tr
eatment interactions
673
T
eaching
Kavale & For
ness
1987
39
318
0.28
Modality testing and teaching
674
T
eaching
Whitener
1989
22
1,434
22
0.11
0.070
Matching style of teaching
675
T
eaching
T
amir
1985
54
13
0.02
Cognitive pr
efer
ence
676
T
eaching
Garlinger & Frank
1986
7
1,531
7
–0.03
Field independence/dependence
on achievement
677
T
eaching
Sullivan (excluded, see 
1993
42
3,434
42
0.75
Dunn and Dunn lear
ning styles
V
isible Lear
ning
)
matched to achievement
678
T
eaching
Ilif
f
1994
101
486
0.33
0.026
Kolb lear
ning style matched to
achievement

679
T
eaching
Dunn, Griggs, Olson, 
1995
36
3,181
65
0.76
Interventions to enhance
Beasley & Gor
man
matching lear
ning style on
achievement
680
T
eaching
Slemmer
2002
48
5,908
51
0.27
Lear
ning styles in
hyper/technology envir
onments
681
T
eaching
Salvione
2007
34
7,093
677
0.28
Dunn and Dunn lear
ning styles
for students
682
T
eaching
Mangino (excluded, 
2004
47
8,661
386
0.54
0.006
Dunn and Dunn lear
ning styles
see 
V
isible Lear
ning
)
for adults
683
T
eaching
Lovelace (excluded, 
2005
76
7,196
168
0.67
Dunn and Dunn lear
ning styles
see 
V
isible Lear
ning
)
matched to achievement
Individual instruction
684
T
eaching
Hartley
1977
51
139
0.16
0.091
Individualization in maths
685
T
eaching
Kulik & Kulik
1980
213
213
0.33
0.034
Individualized college
achievement
686
T
eaching
Horak
1981
60
129
–0.07
Individualization in maths
687
T
eaching
Willett, Y
amashita & 
1983
130
131
0.17
Individualized science curriculum
Anderson
688
T
eaching
Bangert, Kulik & Kulik
1983
49
49
0.1
0.053
Individualized in high schools
689
T
eaching
W
axman, W
ang, 
1985
38
7,200
309
0.45
Adaptive methods (individual, 
Anderson & W
alber
g
continuous assessment, periodic
evaluation)
690
T
eaching
Mitchell
1987
38
39
0.19
0.071
Individualized instruction in
mathematics
691
T
eaching
Atash & Dawson
1986
10
2,180
30
0.09
0.046
Individualized science curriculum
692
T
eaching
Decanay & Cohen
1992
30
30
0.37
Individual instruction in medical
education
693
T
eaching
Elbaum, V
aughn, 
1999
19
116
0.43
Special ed in r
eading
Hughes & Moody

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Psychotherapy programs
694
T
eaching
Baskin, Slaten, 
2010
83
102
0.38
Psychotherapy on academic
Merson, Sor
enson & 
outcomes
Glover
-Russell
Implementations emphasizing teaching strategies
T
eaching strategies
695
T
eaching
Rosenbaum
1983
235
99
1.02
T
reatment pr
ograms for
emotionally disturbed students
696
T
eaching
O’Neal
1985
31
96
0.81
0.155
With cer
ebral palsy students
697
T
eaching
Baenninger & 
1989
26
26
0.51
Spatial strategies on spatial 
Newcombe
outcomes
698
T
eaching
For
ness & Kavale
1993
268
8,000
819
0.71
0.122
T
eaching with low-ability
students
699
T
eaching
Fan
1993
41
3,219
223
0.56
Metacognitive training on r
eading
compr
ehension
700
T
eaching
Scheer
ens & Bosker
1997
228
545
0.20
0.030
V
arious strategies on
achievement
701
T
eaching
White
1997
222
15,080
1796
0.39
0.046
Cognitive lear
ning strategies in
reading with LD
702
T
eaching
White
1997
72
8,527
831
0.20
0.039
Cognitive lear
ning strategies in
maths with LD
703
T
eaching
Marzano
1998
4000
1,237,000
4000
0.65
0.014
Classr
oom instructional
techniques
704
T
eaching
Norris & Otera
2000
49
78
0.96
Focused instruction vs minimal
exposur
e to lear
ning in L2
705
T
eaching
Swanson & Hoskyn
1998
180
38,716
1537
0.79
0.013
T
eaching with low-ability
students

706
T
eaching
Xin & Jitendra
1999
14
653
0.89
W
o
rd
 pr
oblem-solving in r
eading
707
T
eaching
Swanson
2000
180
180,827
1537
0.79
0.013
Lear
ning strategies for special ed
students
708
T
eaching
Swanson
2001
58
58
0.82
0.087
Pr
ograms to enhance pr
oblem-
solving
709
T
eaching
Seidel & Shavelson
2007
112
1352
0.07
T
eaching and lear
ning pr
ocesses
Reciprocal teaching
710
T
eaching
Rosenshine & Meister
1994
16
31
0.74
Recipr
ocal teaching
711
T
eaching
Galloway
2003
22
677
22
0.74
Recipr
ocal teaching on r
eading
compr
ehension
Dir
ect instruction
712
T
eaching
White
1988
25
24
0.83
0.133
DI in special ed
713
T
eaching
Adams & Engelmann
1996
37
372
0.75
DI on r
eading
714
T
eaching
Borman, Hewes, 
2003
232
42,618
182
0.21
0.020
DI fr
om compr
ehensive schools 
Overman & Br
own
reforms
715
T
eaching
Haas
2005
10
19
0.55
0.135
T
eaching methods in algebra
Adjunct aids
716
T
eaching
Readence & Moor
e
1981
16
2,227
122
0.45
0.020
Adjunct pictur
es in r
eading
717
T
eaching
Levine & Lentz
1982
23
7,182
41
0.55
T
ext illustrations
718
T
eaching
Catts
1992
8
1
9
0.01
0.067
Adjunct aids
719
T
eaching
Hoef
fler
, Sumfleth & 
2006
26
76
0.46
Instructional animation vs static 
Leutner
pictur
es
Inductive teaching
720
T
eaching
Lott
1983
24
24
0.06
Inductive teaching in science
721
T
eaching
Klauer & Phye
2008
73
3,595
79
0.59
0.035
Inductive teaching

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Enquir
y-based teaching
722
T
eaching
Sweitzer & Anderson
1983
68
19
0.44
0.154
Enquiry teaching in science
723
T
eaching
Shymansky
, Hedges 
1990
81
320
0.27
0.030
Enquiry methods in science
& W
oodworth
724
T
eaching
Bangert-Dr
owns
1992
21
21
0.37
Enquiry teaching ef
fects on
critical thinking
725
T
eaching
Smith
1996
35
7,437
60
0.17
Enquiry method in science
Problem-solving teaching
726
T
eaching
Mar
cucci
1980
33
237
0.35
Pr
oblem-solving in maths
727
T
eaching
Curbelo
1984
68
10,629
343
0.54
0.037
Pr
oblem-solving on science and
maths
728
T
eaching
Almeida & Denham
1984
18
2,398
18
0.72
0.136
Interpersonal pr
oblem-solving
729
T
eaching
Mellinger
1991
25
35
1.13
0.060
Incr
easing cognitive flexibility
730
T
eaching
Hembr
ee
1992
55
55
0.33
Pr
oblem-solving instructional
methods
731
T
eaching
T
ocanis, Fer
guson-
2001
22
2,208
31
0.59
0.070
Pr
oblem-solving in science
Hessler & Br
oekkamp
Problem-based lear
ning
732
T
eaching
Albanese & Mitchell
1993
11
2,208
66
0.27
0.043
PBL in medicine
733
T
eaching
W
alker & Leary
2008
82
201
0.13
PBL in all subjects
734
T
eaching
V
e
rnon & Blake
1993
8
2
8
–0.18
PBL in college level
735
T
eaching
Dochy
, Segers, V
an 
2003
43
21,365
35
0.12
PBL on knowledge and skills
den Bossche & Gijbels
736
T
eaching
Smith
2003
82
12,979
121
0.31
PBL in medicine
737
T
eaching
Newman
2004
12
12
–0.30
PBL in medicine

738
T
eaching
Haas
2005
7
1,538
34
0.52
0.187
T
eaching methods in algebra
739
T
eaching
Gijbels, Dochy
, V
an 
2005
40
49
0.32
PBL on assessment outcomes
den Bossche & Segers
740
T
eaching
W
alker
2008
82
201
0.13
0.025
PBL acr
oss disciplines
Cooperative lear
ning
741
T
eaching
Johnson, Maruyama, 
1981
122
183
0.73
Cooperative lear
ning
Johnson, Nelson & 
Skon
742
T
eaching
Rolhelser
-Bennett
1987
23
4,002
78
0.48
Cooperative lear
ning
743
T
eaching
Hall
1988
22
10,022
52
0.31
Cooperative lear
ning
744
T
eaching
Stevens & Slavin
1991
4
4
0.48
Cooperative lear
ning
745
T
eaching
Spuler
1993
19
6,137
19
0.54
Cooperative lear
ning in maths
746
T
eaching
Othman
1996
39
39
0.27
Cooperative lear
ning in maths
747
T
eaching
Howar
d
1996
13
42
0.37
Scripted cooperative lear
ning
748
T
eaching
Bowen
2000
37
3,000
49
0.51
0.050
Cooperative lear
ning in high-
school chemistry
749
T
eaching
Suri
1997
27
27
0.63
Cooperative lear
ning in maths
750
T
eaching
Romer
o
2009
32
52
0.31
Cooperative lear
ning
751
T
eaching
Neber
, Finsterwald & 
2001
12
314
0.13
Cooperative lear
ning with gifted
Urban
752
T
eaching
McMaster & Fuchs
2002
15
864
49
0.30
0.070
Cooperative lear
ning
Cooperative vs competitive lear
ning
753
T
eaching
Johnson, Maruyama, 
1981
122
9
0.56
Cooperative with inter
-gr
oup 
Johnson, Nelson & 
competition
Skon
754
T
eaching
Johnson, Johnson & 
1983
98
83
0.82
0.093
Cooperative vs competition
Marayama
755
T
eaching
Johnson & Johnson
1987
453
36
0.59
0.165
Cooperative vs competition

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
756
T
eaching
Hall
1988
18
83
0.28
Cooperative with competition
757
T
eaching
Qin, Johnson & 
1995
46
63
0.55
Cooperative vs competition
Johnson
758
T
eaching
Johnson, Johnson & 
2000
158
66
0.55
0.059
Cooperative vs competition
Stanne
759
T
eaching
Roseth, Johnson & 
2008
129
17,000
593
0.46
0.130
Cooperative vs competition
Johnson
Cooperative vs individualistic lear
ning
760
T
eaching
Johnson & Johnson
1987
453
70
0.68
0.139
Cooperative vs individualistic
761
T
eaching
Hall
1988
15
77
0.26
Cooperative vs individualistic
762
T
eaching
Johnson, Johnson & 
2000
158
82
0.88
0.066
Cooperative vs individualistic
Stanne
763
T
eaching
Roseth, Fang, 
2006
148
55
0.55
0.060
Cooperative vs individualistic in 
Johnson & Johnson
middle school
Competitive vs individualistic lear
ning
764
T
eaching
Johnson, Maruyama, 
1981
122
163
0.09
Competitive lear
ning
Johnson, Nelson & 
Skon
765
T
eaching
Johnson, Johnson & 
1983
98
16
0.45
0.288
Competitive vs individualistic
Marayama
766
T
eaching
Johnson & Johnson
1987
453
12
0.36
0.271
Competitive vs individualistic
767
T
eaching
Johnson, Johnson & 
2000
158
12
0.04
0.138
Competitive vs individualistic
Stanne