For teachers maximizing impact on learning

Implementations that emphasize school-wide teaching strategies
Compr
ehensive teaching r
efor
ms
768
T
eaching
Borman & D’Agostino
1996
17
41,706,196
657
0.12
Evaluation of Federal Title I
pr
ograms
769
T
eaching
Friedrich
1998
33
50
0.38
Alter
native pr
ograms for 
at-risk youth
770
T
eaching
Borman, Hewes, 
2003
232
222,956
1111
0.15
Compr
ehensive school r
eform
Overman & Br
own
V
arious teaching on cr
eative thinking
771
T
eaching
Abrami, Ber
nar
d, 
2008
117
20,698
161
0.34
0.005
Interventions on critical thinking 
Bor
okhovski, W
ade, 
skills and dispositions
Surkes, T
amim & 
Zhang
Inter
ventions for lear
ning disabled students
772
T
eaching
Swanson, Carson & 
1996
78
324
0.85
0.065
Pr
ograms for lear
ning 
Sachse-Lee
disabled students
773
T
eaching
Swanson, Hoskyn 
1999
180
4,871
1537
0.56
0.017
Between-gr
oup designs
& Lee 
774
T
eaching
Swanson, Hoskyn 
1999
85
793
793
0.90
0.008
Single-subject designs
& Lee 
Special college programs
775
T
eaching
Kulik, Kulik & Shwalb
1983
60
60
0.27
0.040
College pr
ograms for high-risk
students
776
T
eaching
V
alentine, Hirschy
, 
2011
33
33
0.07
College pr
ograms for high-
Br
emer
, Novillo, 
risk students
Castellano & Banister
777
T
eaching
Cohn
1985
48
48
0.20
Innovative teaching vs trad
lectur
es in economics

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
Co-/team teaching
778
T
eaching
Murawski & Swanson
2001
6
1,617
6
0.31
0.057
Co-teaching
779
T
eaching
Willett, Y
amashita & 
1983
130
41
0.06
Co-teaching in science
Anderson
Implementations using technologies
Computer
-assisted instruction
780
T
eaching
Hartley
1977
33
89
0.41
0.062
CAI on achievement
781
T
eaching
Aiello & W
olfe
1980
115
182
0.08
CAI in high-school science
782
T
eaching
Kulik, Kulik & Cohen
1980
312
278
0.48
0.030
CAI on college
783
T
eaching
Bur
ns & Bozeman
1981
40
40
0.40
CAI in mathematics
784
T
eaching
Leong
1981
22
106
0.08
CAI in high school maths
785
T
eaching
Athappilly
, Smidchens 
1983
134
810
0.10
Moder
n maths vs trad maths
& Kofel
786
T
eaching
Kulik, Kulik & Bangert-
1983
51
51
0.32
CAI on high-school students
Dr
owns
787
T
eaching
Kulik, Kulik & Williams
1983
97
97
0.36
0.035
CAI with high-school students
788
T
eaching
Willett, Y
ashashita & 
1983
130
130
0.13
CAI in science
Anderson
789
T
eaching
Kulik et al.
1984
25
25
0.48
0.063
CAI with elementary students
790
T
eaching
Bangert-Dr
owns
1985
74
74
0.33
CAI with pr
e-college students
791
T
eaching
Bangert-Dr
owns, 
1985
42
42
0.26
0.063
CAI in high-school schools
Kulik & Kulik
792
T
eaching
Clark 
1985
42
42
0.09
CAI in schools
793
T
eaching
Kulik, Kulik & 
1985
32
32
0.47
0.055
CAI with elementary students
Bangert-Dr
owns

794
T
eaching
Kulik & Kulik
1986
48
48
0.32
0.061
CAI on college
795
T
eaching
Kulik, Kulik & Shwalb
1986
23
23
0.42
0.110
CAI with adults
796
T
eaching
Schmidt, W
einstein, 
1986
18
48
0.67
0.048
CAI with exceptional childr
en
Niemic & W
alber
g
797
T
eaching
Shwalb, Shwalb & 
1986
104
4
0.74
0.069
CAI in Japan
Azuma
798
T
eaching
Gillingham & Guthrie
1987
13
13
1.05
Computer
-based instruction
799
T
eaching
Kulik & Kulik
1987
199
199
0.31
CAI on achievement
800
T
eaching
Mitchell
1987
12
16
0.24
0.093
CAI in mathematics
801
T
eaching
Slavin, Cheung, Gr
of
f 
2007
12
12
0.23
CAI in r
eading
& Lake
802
T
eaching
Camnalbur & Er
dogan
2008
78
5,096
78
0.95
0.030
CAI in T
urkey
803
T
eaching
Koufogiannakis & 
2006
8
408
8
0.09
CAI in informational literacy
Wiebe
804
T
eaching
Larwin & Larwin
2011
70
40,125
70
0.57
CAI in post-secondary stats
courses
805
T
eaching
Means, T
oyama, 
2009
51
51
0.24
Online lear
ning on students
Murphy
, Bakia, Jones
806
T
eaching
Moran, Fer
dig, 
2008
20
89
0.49
Digital tools on lear
ning
Pearson, W
a
rd
rop & 
Blomeyer
807
T
eaching
Li & Ma
2010
46
36,793
85
0.28
Computer technology on maths
808
T
eaching
Cheung & Slavin
2011
85
60,721
85
0.16
0.020
Ed technology
809
T
eaching
Y
u
n
2010
10
866
10
0.31
0.070
Hypertext glosses on
achievement
810
T
eaching
Schmid, et al.
2009
231
25,497
310
0.28
T
echnology in high schools
811
T
eaching
T
okpah
2008
31
7,342
102
0.38
CAI in algebra on achievement
812
T
eaching
W
oolf & Regian
2002
177
177
0.33
T
echnology in schools
813
T
eaching
Zucker
, Moody & 
2009
7
401
7
0.41
e-books on achievement
McKenna

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
814
T
eaching
Sosa, Ber
ger
, Saw 
2011
45
9,639
45
0.33
CAI in statistics
& Mary
815
T
eaching
Schenker
2007
46
117
0.24
CAI in statistics
816
T
eaching
Zhao 
2003
38
1,464
38
0.88
CAI on language lear
ning
817
T
eaching
Jahng, Krug & Zhang
2007
20
1,617
20
0.02
Online distance ed
818
T
eaching
Keany
2011
85
60,000
85
0.16
T
echnology on r
eading
achievement
819
T
eaching
Niemiec, Samson, 
1987
48
224
0.32
CAI with elementary students
W
einstein & W
alber
g
820
T
eaching
Cunningham
1988
37
37
0.33
Computer
-generated graphics on
achievement
821
T
eaching
Roblyer
, Castine & King
1988
85
85
0.26
CAI on achievement
822
T
eaching
Wise
1988
26
26
0.30
CAI in science
823
T
eaching
Kuchler
1989
65
65
0.44
0.068
CAI to teach high-school maths
824
T
eaching
McDermid
1989
15
15
0.57
CAI on lear
ning disabled and
educably mentally r
etar
ded
825
T
eaching
Bishop
1990
40
58
0.55
Computers in elementary schools
826
T
eaching
W
en-Cheng
1990
72
243
0.38
0.037
CAI in elementary and high
schools
827
T
eaching
Gor
don
1991
84
83
0.26
0.030
Computer graphics and maths
and pr
oblem-solving
828
T
eaching
Jones
1991
40
58
0.31
CAI on elementary students
829
T
eaching
Kulik & Kulik
1991
248
240
248
0.30
0.029
CAI on achievement
830
T
eaching
Liao & Bright
1991
65
432
0.41
0.020
Computer pr
ogramming on
achievement
831
T
eaching
Palmeter
1991
37
144
0.48
0.055
CAI/logo on higher cognitive
pr
ocesses

832
T
eaching
Ryan
1991
40
58
0.31
Micr
ocomputer applications
833
T
eaching
Schramm
1991
12
836
12
0.36
0.110
W
o
rd
 pr
ocessing on writing
834
T
eaching
Cohen & Dacanay
1992
37
37
0.41
Computer
-based in health
education
835
T
eaching
Liao
1992
31
207
0.48
0.163
CAI on achievement
836
T
eaching
Bangert-Dr
owns
1993
32
32
0.39
W
o
rd
 pr
ocessing on writing
837
T
eaching
Ouyang
1993
79
267
0.50
0.038
CAI in elementary schools
838
T
eaching
Chen
1994
76
98
0.47
0.071
Computer based in maths
839
T
eaching
Kulik
1994
97
32
0.35
0.04
CAI on achievement
840
T
eaching
Kulik & Kulik
1994
97
97
0.32
CAI in high schools
841
T
eaching
Christmann
1995
35
3,476
35
0.23
All education
842
T
eaching
Fletcher
-Flynn & 
1995
120
120
0.17
CAI on achievement
Gravatt
843
T
eaching
Hamilton
1995
41
253
0.66
0.033
CAI in schools
844
T
eaching
Ianno
1995
0.31
CAI on r
eading of lear
ning
disabled
845
T
eaching
Cassil
1996
21
349
0.29
Mobile computers on all
846
T
eaching
Chadwick
1997
41
8,170
41
0.51
CAI in high-school maths
847
T
eaching
Christmann, Badgett 
1997
27
27
0.21
CAI in high schools
& Lucking
848
T
eaching
King
1997
30
68
0.20
CAI college maths
849
T
eaching
Christmann & Badgett
1999
11
5,020
11
0.28
CAI in high schools
850
T
eaching
Soe, Koki & Chang
2000
17
33
0.27
0.022
CAI in r
eading
851
T
eaching
W
olf & Regian
2000
233
233
0.39
CAI on achievement
852
T
eaching
Lou, Abrami & 
2001
100
11,317
178
0.16
0.041
CAI in small gr
oups
d’Apollonia
853
T
eaching
Lou, Abrami & 
2001
22
39
0.31
0.117
CAI in small gr
oups
d’Apollonia
854
T
eaching
Y
aakub & Finch
2001
21
2,969
28
0.35
CAI-based technical education
instruction

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
855
T
eaching
Akiba
2002
21
21
0.37
CAI on achievement
856
T
eaching
Bayraktar
2002
42
108
0.27
CAI in science ed
857
T
eaching
Blok, Oostdam, 
2002
42
42
0.19
CAI on beginning r
eading
Otter & Overmaat
858
T
eaching
Roberts
2002
31
6,388
165
0.69
CAI on achievement
859
T
eaching
T
o
rgerson & Elbour
ne
2002
7
7
0.37
CAI on spelling
860
T
eaching
W
axman, Connell & 
2002
20
4,400
138
0.39
T
echnology vs trad teaching 
Gray
on achievement
861
T
eaching
Chambers
2003
57
64,766
125
0.51
CAI in elementary and high-
school classr
ooms
862
T
eaching
Chambers & Schr
eiber
2003
25
25
0.40
CAI in elementary and high-
school classr
ooms
863
T
eaching
English Review Gr
oup
2003
212
43
0.26
0.094
CAI on literacy
864
T
eaching
Goldber
g
2003
26
1,507
26
0.50
Ef
fects of CAI on writing
865
T
eaching
Hsu
2003
25
31
0.43
CAI in statistics
866
T
eaching
K
roesber
gen & V
an Luit
2003
58
10,223
58
0.75
CAI and maths with special ed
867
T
eaching
Kulik
2003
12
12
0.88
CAI on college
868
T
eaching
T
o
rgerson & Zhu
2003
17
17
0.36
CAI and literacy outcomes
869
T
eaching
W
axman, Lin, Michko
2003
29
7,728
167
0.54
0.061
CAI on achievement
870
T
eaching
Ber
nar
d, Abrami, 
2004
232
3,831,888
688
0.20
CAI in distance ed
W
ade, Bor
okhovski & 
Lou
871
T
eaching
Lou 
2004
71
399
0.15
Small gr
oup vs individual
lear
ning with CAI on tasks
attempted
872
T
eaching
Liao
2005
52
4,981
134
0.55
CAI in T
a
iwan

873
T
eaching
Pearson, Fer
dig, 
2005
20
89
0.49
0.078
T
echnology on r
eading
Blomeyer & Moran
874
T
eaching
Abrami, Ber
nar
d, 
2006
17
29
0.17
e-lear
ning in Canada
W
ade, Schmid, 
Bor
okhovski, T
amin, 
Surkes, Lowerison, 
Zhang, Nicolaidou, 
Newman, W
ozney & 
Per
etiatkowics
875
T
eaching
Sandy-Hanson
2006
23
9,897
23
0.28
CAI on achievement
876
T
eaching
Shapir
o, Kerssen-
2006
12
16
0.26
PowerPoint in the class
Griep, Gayle & Allen
877
T
eaching
Timmerman & Kruepke
2006
118
12,398
118
0.24
0.020
CAI with college students
878
T
eaching
Onuoha
2007
38
3,824
67
0.26
Computer
-based laboratories in
science
879
T
eaching
Rosen & Salomon
2007
32
32
0.46
Constructivist technology-
intensive lear
ning
Simulations
880
T
eaching
Dekkers & Donatti
1981
93
93
0.33
Simulations and achievement
881
T
eaching
Remmer & Jer
nsted 
1982
21
21
0.20
Computer simulations
882
T
eaching
Szczur
ek
1982
58
58
0.33
Simulation games
883
T
eaching
V
anSickle
1986
42
42
0.43
Instructional simulation gaming
884
T
eaching
Sitzmann & Ely
2011
65
4,518
68
0.30
0.060
Computer simulations
885
T
eaching
Lee
1990
19
34
0.28
0.114
Simulations on achievement
886
T
eaching
McKenna
1991
26
118
0.38
0.070
Simulations in economics
887
T
eaching
Armstr
ong
1991
43
43
0.29
Computers and simulations and
games
888
T
eaching
Lee
1999
19
19
0.40
Computer simulations
889
T
eaching
LeJeune
2002
40
6,416
54
0.34
Computer
-simulated experiments
in science

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
W
eb-based lear
ning
890
T
eaching
Olson & Wisher
2002
15
15
0.24
0.150
W
eb-based lear
ning
891
T
eaching
Sitzman, Kraiger
, 
2006
96
19,331
96
0.15
W
eb-based and traditional 
Stewart & Wisher
classes
892
T
eaching
Mulawa
2007
25
3,223
25
0.14
0.099
W
eb-based lear
ning principles
Interactive video
893
T
eaching
Clark & Angert
1980
23
4,800
1000
0.65
894
T
eaching
Angert & Clark
1982
181
2607
0.51
Media methods on achievement
895
T
eaching
Shwalb, Shwalb & 
1986
104
33
0.49
0.055
T
echnology in Japan
Azuma
896
T
eaching
Fletcher 
1989
24
47
0.50
0.080
Interactive video disk technology
897
T
eaching
McNeil & Nelson
1991
63
100
0.53
0.097
Multimedia technologies
898
T
eaching
Liao
1999
46
143
0.41
0.073
Hypermedia vs traditional
instruction
Audio-visual methods
899
T
eaching
Kulik, Kulik & Cohen
1979
42
42
0.20
Audio-based teaching
900
T
eaching
Cohen, Ebeling & Kulik
1981
65
65
0.15
V
isual-based instruction
901
T
eaching
Willett, Y
amashita & 
1983
130
100
0.02
V
isual aids in science
Anderson
902
T
eaching
Shwalb, Shwalb & 
1986
104
6
0.09
0.110
Audio-based teaching in Japan
Azuma
903
T
eaching
Blanchar
d, Stock & 
1999
10
2,760
10
0.16
0.030
Multi-media using personal and 
Marshall
video-game computers
904
T
eaching
Baker & Dwyer
2000
8
8
0.71
Use of visual aids in lear
ning

Programmed instruction
905
T
eaching
Hartley
1977
40
81
0.11
0.111
PI in mathematics
906
T
eaching
Kulik, Cohen & Ebeling
1980
57
57
0.24
PI with college students
907
T
eaching
Kulik, Kulik & Cohen
1980
56
56
0.24
PI in college
908
T
eaching
Kulik, Schwalb & Kulik
1982
47
47
0.08
0.070
PI in high schools
909
T
eaching
Willett, Y
amashita & 
1983
130
52
0.17
PI in science
Anderson
910
T
eaching
Shwalb, Shwalb & 
1986
104
39
0.43
0.028
PI in Japan
Azuma
911
T
eaching
Mitchell
1987
29
29
0.15
0.063
PI in mathematics
912
T
eaching
Boden, Ar
chwamety 
2000
30
30
0.40
0.146
PI in high schools
& MacFarland 
Implementations using out-of-school lear
ning
Distance education
913
T
eaching
Machtmes & Asher
1987
19
19
–0.01
Ef
fectiveness of telecourses
914
T
eaching
Cavanaugh
1999
19
19
0.13
Interactive distance lear
ning on
achievement
915
T
eaching
Cavanaugh
2001
19
929
19
0.15
0.106
Interactive distance education
916
T
eaching
Ber
nar
d et al.
2009
34
74
0.39
0.030
Most interactive distance vs least
interactive distance
917
T
eaching
Shachar & Neumann
2003
72
15,300
86
0.37
0.035
Distance vs traditional teaching
918
T
eaching
Allen, Mabry
, Mattr
ey
, 
2004
25
71,731
39
0.10
Distance vs trad classes
Bourhis, Titsworth & 
Burr
ell
919
T
eaching
Cavanaugh, Gillan, 
2004
14
7,561
116
–0.03
0.045
Distance in all classes
Kr
omr
ey
, Hess & 
Blomeyer
920
T
eaching
Williams
2004
25
34
0.15
Distance in allied health science
pr
ograms

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
921
T
eaching
Ber
nar
d, Abrami, Lou, 
2004
232
3,831,888
688
0.01
0.010
Distance education
W
ozney
, Bor
okhovski, 
W
a
llet, W
ade, Fiset
922
T
eaching
Ber
nar
d, Lou, Abrami, 
2004
155
155
–0.02
0.015
Pr
esence or not: asynchr
onous 
W
ozney
, Bor
okhovski, 
and synchr
onous
W
a
llet, W
ade, Fiset
923
T
eaching
Allen, Bourhis, Mabry
, 
2006
54
74,275
54
0.09
Distance vs traditional teaching
Burr
ell & Timmerman
924
T
eaching
Lou, Ber
nar
d & Abrami
2006
103
218
0.02
Distance education in
under
graduates
925
T
eaching
Zhao, Lei, Y
an, Lai & 
2008
51
11,477
98
0.10
0.090
Distance vs trad classes
Ta
n
Home-school programs
926
T
eaching
Penuel, Kim, 
2002
14
14
0.16
Laptop pr
ograms between 
Michalchik, Lewis, 
school and home
Means, Murphy
, 
Korbak, Whaley & 
Allen
Homework
927
T
eaching
Paschal, W
einstein 
1984
15
81
0.36
0.027
Homework on lear
ning
& W
alber
g
928
T
eaching
Cooper 
1989
20
2,154
20
0.21
Homework on achievement
929
T
eaching
DeBaz
1994
77
41,828
77
0.39
Homework in science
930
T
eaching
Cooper
1994
17
3,300
48
0.21
Homework on lear
ning
931
T
eaching
Cooper
, Robinson & 
2006
32
58,000
69
0.28
Homework fr
om studies 
Patall
1987–2004

251
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
20
1
2
3
4
5
6
7
8
9
30
1
2
3
4
5
6
7
8
9
40
1
2
3
4
5
61
RANK
INFLUENCE
ES
1
Self-reported grades/Student expectations
1.44
2
Piagetian programs
1.28
3
Response to intervention
1.07
4
Teacher credibility
0.90
4
Providing formative evaluation
0.90
6
Micro-teaching
0.88
7
Classroom discussion
0.82
8
Comprehensive interventions for learning disabled students
0.77
9
Teacher clarity
0.75
10
Feedback
0.75
11
Reciprocal teaching
0.74
12
Teacher–student relationships
0.72
13
Spaced vs mass practice
0.71
14
Meta-cognitive strategies
0.69
15
Acceleration
0.68
16
Classroom behavioural
0.68
17
Vocabulary programs
0.67
18
Repeated reading programs
0.67
19
Creativity programs on achievement
0.65
20
Prior achievement
0.65
21
Self-verbalization and self-questioning
0.64
22
Study skills
0.63
23
Teaching strategies
0.62
24
Problem-solving teaching
0.61
25
Not labelling students
0.61
26
Comprehension programs
0.60
27
Concept mapping
0.60
28
Cooperative vs individualistic learning
0.59
29
Direct instruction
0.59
30
Tactile stimulation programs
0.58
31
Mastery learning
0.58
32
Worked examples
0.57
33
Visual-perception programs
0.55
34
Peer tutoring
0.55
35
Cooperative vs competitive learning
0.54