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1A Research Synthesis On Pedagogical Content Knowledge (PCK) Through A Systematic Review And Meta-analysis

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This project will conduct a systematic review and meta-analysis of research on Pedagogical Content Knowledge (PCK), especially focusing on mathematics and sciences in primary and secondary education.

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2Meta-study Of Qualitative Health Research : A Practical Guide To Meta-analysis And Meta-synthesis

This project will conduct a systematic review and meta-analysis of research on Pedagogical Content Knowledge (PCK), especially focusing on mathematics and sciences in primary and secondary education.

“Meta-study Of Qualitative Health Research : A Practical Guide To Meta-analysis And Meta-synthesis” Metadata:

  • Title: ➤  Meta-study Of Qualitative Health Research : A Practical Guide To Meta-analysis And Meta-synthesis
  • Language: English

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3ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]

By

Background: A number of school systems worldwide have proposed and implemented later school start times as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. Although researchers have begun to explore the effects of delayed school start time, no one has conducted a rigorous review of evidence to determine whether later school start times support adolescent health, education, and well-being. Objectives: We aimed to assess the effects of a later school start time for supporting health, education, and well-being in high school students. Secondary objectives were to explore possible differential effects of later school start times in student subgroups and in different types of schools; to identify implementation practices, contextual factors, and delivery modes associated with positive and negative effects of later start times; and to assess the effects of later school start times on the broader community (high school faculty and staff, neighborhood, and families). Search methods: We conducted the main search for this review on 28 October 2014 and updated it on 8 February 2016. We searched CENTRAL as well as 17 key electronic databases (including MEDLINE, Embase, ERIC, PsycINFO, and Sociological Abstracts), current editions of relevant journals and organizational websites, trial registries, and Google Scholar. Selection criteria: We included any randomized controlled trials, controlled before-and-after studies, and interrupted time series studies with sufficient data points that pertained to students aged 13 to 19 years and that compared different school start times. Studies that reported either primary outcomes of interest (academic outcomes, amount or quality of sleep, mental health indicators, attendance, or alertness) or secondary outcomes (health behaviors, health and safety indicators, social outcomes, family outcomes, school outcomes, or community outcomes) were eligible. Data collection and analysis: At least two review authors independently determined inclusion and exclusion decisions through screening titles, abstracts, and full-text reports. Two review authors independently extracted data for all eligible studies. We presented findings through a narrative synthesis across all studies. When two or more study samples provided sufficient information to permit effect size calculations, we conducted random-effects meta-analyses to synthesize effects across studies. Results: Our search located 17 eligible records reporting on 11 unique studies with 297,994 participants; the studies examined academic outcomes, amount and quality of sleep, mental health indicators, attendance, and student alertness. Overall, the quality of the body of evidence was very low, as we rated most studies as being at high or unclear risk of bias with respect to allocation, attrition, absence of randomization, and the collection of baseline data. Therefore, we cannot be confident about the effects of later school start times. Preliminary evidence from the included studies indicated a potential association between later school start times and academic and psychosocial outcomes, but quality and comparability of these data were low and often precluded quantitative synthesis. Four studies examined the association between later school start times and academic outcomes, reporting mixed results. Six studies examined effects on total amount of sleep and reported significant, positive relationships between later school start times and amount of sleep. One study provided information concerning mental health outcomes, reporting an association between decreased depressive symptoms and later school start times. There were mixed results for the association between later school start times and absenteeism. Three studies reported mixed results concerning the association between later school start times and student alertness. There was limited indication of potential adverse effects on logistics, as the qualitative portions of one study reported less interaction between parents and children, and another reported staffing and scheduling difficulties. Because of the insufficient evidence, we cannot draw firm conclusions concerning adverse effects at this time. It is important to note the limitations of this evidence, especially as randomized controlled trials and high-quality primary studies are difficult to conduct; school systems are often unwilling or unable to allow researchers the necessary control over scheduling and data collection. Moreover, this evidence does not speak to the process of implementing later school starts, as the included studies focused on reporting the effects rather than exploring the process. Authors' conclusions: This systematic review on later school start times suggests several potential benefits for this intervention and points to the need for higher quality primary studies. However, as a result of the limited evidence base, we could not determine the effects of later school start times with any confidence. [Additional funding was provided by: (1) Department of Public Health Sciences, Canada; and (2) Canadian Institutes of Health Research and the Population Health Intervention Research Network, Canada.]

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Metadata:

  • Title: ➤  ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]
  • Author:
  • Language: English

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 58.50 Mbs, the file-s for this book were downloaded 72 times, the file-s went public at Wed May 24 2023.

Available formats:
Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

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Find ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.] at online marketplaces:


4Three Decades Of Augmented Reality In Education: A Second-order Meta-analysis And Research Synthesis

By

Existing literature suggest that research on educational augmented reality (AR) began three decades ago. One of the first documented development was an AR system to demonstrate elbow movement. This system was developed at the University of North Carolina at Chapel Hill in 1992 (Bajura et al., 1992) and presented in the first International Conference on Computer Vision, Virtual Reality, and Robotics in Medicine held in Nice, France, in 1995 (Kancherla, et al.1995). While for some years empirical studies on AR in education were only published sporadically, a first significant increase can be observed from the year 2009 onwards. A few years later, the first comprehensive literature reviews on AR in education were published (e.g., Bacca et al., 2014, Radu, 2014, Santos et al., 2014). In tandem with the continuously evolving technology in this field, the number of original studies has been increasing rapidly ever since. Moreover, research on AR in education is becoming increasingly differentiated, with AR being used in a variety of different teaching and learning contexts and domains (Garzón & Acevedo, 2019), and both qualitative and quantitative research methods being used to investigate the impact of AR use on different learning outcome and learning process variables (Buchner et al., 2021; Garzón et al., 2020). In addition, researchers are producing research syntheses at ever shorter intervals. Due to the enormous increase in the number of original studies, recent systematic reviews and meta-analyses are no longer as broad and inclusive as earlier research syntheses. Rather, they focus exclusively on research in selected domains (e.g., STEM education; Ibáñez & Delgado-Kloos, 2018) or for selected groups of learners (e.g., special needs; Quintero et al. 2019). Around 100 research syntheses have been published in total, some of them with a strong overlap of the included primary studies. With our second-order meta-analysis, we hope to provide a broader overview of the research landscape and summarize the results of all quantitative research syntheses on AR in education over the past 30 years.

“Three Decades Of Augmented Reality In Education: A Second-order Meta-analysis And Research Synthesis” Metadata:

  • Title: ➤  Three Decades Of Augmented Reality In Education: A Second-order Meta-analysis And Research Synthesis
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5An Introduction To Systematic Reviews And Meta-analysis: A Workshop Report On Promoting Evidence Based Medical Practice Through Capacity Building In Research Synthesis.

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This article is from The Pan African Medical Journal , volume 8 . Abstract : The increasing urgency for evidence based practice, especially in resource limited settings has inspired many initiatives to this effect. In Africa there is limited skill in research synthesis and the production of systematic reviews. The Centre for the Development of Best Practices in Health, together with the South African Cochrane Centre organised a workshop to train Cameroonian researchers on how to initiate and complete systematic reviews. Five facilitators and fifteen participants met over a period of four days. At the end of the workshop the participants expressed high levels of satisfaction and motivation to conduct systematic reviews, but expressed the need for additional support. Facilitators of future systematic review courses should address challenges related to internet access, adult education and realistic expectations from the participants.

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6ERIC ED574920: The Effectiveness Of Computer-Mediated Communication On SLA: A Meta-Analysis And Research Synthesis

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Over the past two decades, a large body of research has been conducted on the effectiveness of computer-mediated communication (CMC) employed as either standalone or instructional tools in SLA classrooms. Findings from this large body of work, however, are not conclusive, making it important to identify factors that would inform its successful implementations. This meta-analysis of empirical studies was conducted to examine the effects of CMC on language learning outcomes by calculating Cohen's d effect sizes (Cohen, 1988) for each study on different learning outcomes. Altogether 56 primary studies were retrieved as eligible studies between 2000-2011, including 27 journal articles, 12 dissertations, 12 theses and 5 conference papers. Each study went through a two-level coding, the first level being study-feature coding and the second level effect-size coding. Twelve substantive and methodological features were coded for each study in the first level, 6 of which were identified as potential moderator variables that would affect the effectiveness of CMC differently. Tentative findings of this meta-analysis include: (a) there was a small to medium effect for CMC compared to face-to-face communication, (b) the effect of CMC was not equal for all language skills, and (c) small group sizes produced the largest effect compared to no grouping at all or groups with more than 3 students. [For the complete volume, see ED574893.]

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7Research Synthesis And Meta-analysis : A Step-by-step Approach

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Over the past two decades, a large body of research has been conducted on the effectiveness of computer-mediated communication (CMC) employed as either standalone or instructional tools in SLA classrooms. Findings from this large body of work, however, are not conclusive, making it important to identify factors that would inform its successful implementations. This meta-analysis of empirical studies was conducted to examine the effects of CMC on language learning outcomes by calculating Cohen's d effect sizes (Cohen, 1988) for each study on different learning outcomes. Altogether 56 primary studies were retrieved as eligible studies between 2000-2011, including 27 journal articles, 12 dissertations, 12 theses and 5 conference papers. Each study went through a two-level coding, the first level being study-feature coding and the second level effect-size coding. Twelve substantive and methodological features were coded for each study in the first level, 6 of which were identified as potential moderator variables that would affect the effectiveness of CMC differently. Tentative findings of this meta-analysis include: (a) there was a small to medium effect for CMC compared to face-to-face communication, (b) the effect of CMC was not equal for all language skills, and (c) small group sizes produced the largest effect compared to no grouping at all or groups with more than 3 students. [For the complete volume, see ED574893.]

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Available audio books for downloads from LibriVox

1Last of the Mohicans - A Narrative of 1757 (version 2)

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This story is set in the British province of New York during the French and Indian War, and concerns a Huron massacre (with passive French acquiescence) of from 500 to 1,500 unarmed Anglo-American troops, who had honorably surrendered at Fort William Henry, plus some women and servants; the kidnapping of two sisters, daughters of the British commander; and their rescue by Hawkeye, the last two Mohicans, and others. Parts of the story may have been derived from the capture and death of Jane McCrea in July 1777 near Fort Edward, New York, by members of an Algonquian tribe. (Summary from Wikipedia)

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  • Number of Sections: 34
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2Spy

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James Fenimore Cooper's second novel, <em>The Spy</em> (1821), is based on Sir Walter Scott's Waverly series, and tells an adventure tale about the American Revolution. The protagonist is Harvey Birch, a supposed loyalist who actually is a spy for George Washington, disguised as 'Mr Harper.' The book brought Cooper fame and wealth, and is regarded as the first great success in American fiction.<br /> (Summary by Gord MacKenzie)

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3Last Of The Mohicans - A Narrative of 1757

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The Last of the Mohicans is an epic novel by James Fenimore Cooper, first published in January 1826. It was one of the most popular English-language novels of its time, and helped establish Cooper as one of the first world-famous American writers.The story takes place in 1757 during the French and Indian War, when France and Great Britain battled for control of the American and Canadian colonies. During this war, the French often allied themselves with Native American tribes in order to gain an advantage over the British, with unpredictable and often tragic results.<br />(Wikipedia Excerpt)

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4Pioneers, or The Sources of the Susquehanna

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The Pioneers: The Sources of the Susquehanna; a Descriptive Tale is one of the Leatherstocking Tales, a series of five novels by American writer James Fenimore Cooper. The Pioneers was first of these books to be published (1823), but the period of time covered by the book (principally 1793) makes it the fourth chronologically. (The others are The Deerslayer, The Last of the Mohicans, The Pathfinder, and The Prairie.)<br><BR>The story takes place on the rapidly advancing frontier of New York State and features a middle-aged Leatherstocking (Natty Bumppo), Judge Marmaduke Temple of Templeton, whose life parallels that of the author's father Judge William Cooper, and Elizabeth (the author Susan Cooper), of Cooperstown. The story begins with an argument between the Judge and the Leatherstocking over who killed a buck, and as Cooper reviews many of the changes to his fictional Lake Otsego, questions of environmental stewardship, conservation, and use prevail. The plot develops as the Leatherstocking and Chingachgook begin to compete with the Temples for the loyalties of a young visitor, Oliver Effingham. For all its strange twists and turns, 'The Pioneers' may be considered one of the first ecological novels in the United States. (Summary from Wikipedia)<br /><br /> Dedicated Proof-Listeners: Annise, Mickey Reno

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  • Number of Sections: 42
  • Total Time: 18:37:50

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5Pathfinder - The Inland Sea

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Natty Bumppo goes by many names: La Longue Carabine, Hawk Eye, Leatherstocking, and in this tale, The Pathfinder. Guide, scout, hunter, and when put to it, soldier, he also fills a lot of roles in pre-Revolution upstate New York. An old friend, Sergeant Dunham of the 55th Regiment of Foot, asks him to guide his daughter through the wilderness to the fort at Oswego where Dunham serves. With the French engaging native Indian allies against the British and the Yankee colonists, such a journey is far from safe. <br /><br />Dunham has a plan in mind - to see his daughter Mable married off to the most redoubtable frontiersman and marksman in the territory, who is Pathfinder himself. But as an attractive and marriageable young lady, she draws other suitors. Then a military expedition contrives to put Sgt. Dunham, Mable, Pathfinder, and two other wooers into an isolated and dangerous garrison. Here treachery raises the stakes, and with the soldiers of the detachment shot down or captured, all of them must show mettle for any of them to escape with their scalps.

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  • Number of Sections: 30
  • Total Time: 18:42:07

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6Deerslayer - The First Warpath

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The Deerslayer, or The First Warpath (1841) was the last of James Fenimore Cooper’s Leatherstocking tales to be written. Its 1740-1745 time period makes it the first installment chronologically and in the lifetime of the hero of the Leatherstocking tales, Natty Bumppo. (Introduction by Wikipedia)

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7Bridge of History Over the Gulf of Time: A Popular View of the Historical Evidence for the Truth of Christianity

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Written by the former skeptic, poet, and scholar, Thomas Cooper, The Bridge of History Over the Gulf of Time admirably sets forth a winsome defense of Christianity. Written as the substance of fourteen years of lectures, at the request of his hearers, Cooper leads his reader across the bridge of history, through the centuries, tracing Christianity. At last, he addresses "Leben Jesu" by Dr. David Friedrich Strauss, discusses the historicity of the four Gospels, and offers some concluding evidences for the truth of Christianity. (Introduction by tzieger)

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  • Number of Sections: 26
  • Total Time: 3:57:38

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8Prairie - A Tale

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The story opens with Ishmael, his family, Ellen and Abiram slowly making their way across the virgin prairies of the Midwest looking for a homestead, just two years after the Louisiana Purchase, and during the time of the Lewis and Clark Expedition. They meet the trapper (Natty Bumppo), who has left his home in New York state to find a place where he cannot hear the sound of people cutting down the forests. In the years between his other adventures and this novel, he tells us only that he has walked all the way to the Pacific Ocean and seen all the land between the coasts (a heroic feat, considering Lewis and Clark hadn’t yet completed the same trek). (Summary by Wikipedia)

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  • Number of Sections: 35
  • Total Time: 15:47:53

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9My Lady of the Chinese Courtyard

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"I hope that this book, based on letters shown me many years after they were written, will give a faint idea of the life of a Chinese lady. The story is told in two series of letters conceived to be written by Kwei-li, the wife of a very high Chinese official, [the first series were written] to her husband when he accompanied his master, Prince Chung, on his trip around the world." The second series of letters were written 25 years later to Kwei-li's mother-in-law as China faces revolution and political intrigue. "They are, therefore, the letters of the present-day Chinese woman of the old school, a woman who had by education and environment exceptional opportunities to learn of the modern world, but who, like every Eastern woman, clings with almost desperate tenacity to the traditions and customs of her race." (Summary by MaryAnn with material from the Preface)

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  • Number of Sections: 15
  • Total Time: 05:02:18

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10Dernier des Mohicans

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Le récit a pour théâtre l’Amérique du Nord, pendant la guerre de Sept Ans. Les affrontements entre français et anglais en forment la toile de fond. Cooper décrit notamment la bataille de Fort William Henry qui oppose, en juillet et août 1757, les troupes du général français Montcalm (et de ses alliés amérindiens) à celles du colonel britannique Munro. - Résumé de WIKIPEDIA

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  • Number of Sections: 35
  • Total Time: 17:16:53

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11Heidenmauer; or, The Benedictines. A Legend of the Rhine

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This is a story that is set in 16th century Germany. Characters representing the various classes of the remnants of feudalism and the rising bourgeois class struggle against each other. Placed in the light of the very recent and polarizing Protestant Reformation, the characters' tensions increase. - Summary by Joel Kindrick

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  • Number of Sections: 32
  • Total Time: 13:34:49

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12Pilot

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The work, which was admired by Herman Melville and Joseph Conrad for its authentic portrayal of a seafaring life and takes place during the American Revolution, launched a whole genre of maritime fiction. It features a mysterious and almost superhuman American sea pilot (based on the American hero John Paul Jones) who fights battles off the coast of England against the British and American loyalists. One of the book’s themes is the ambiguous nature of loyalty. Although often bogged down by complicated nautical terminology and intrusive philosophical dialogue, the novel is nevertheless noted for its spiritual and moral dimensions. - Summary by The Encyclopedia Britannica

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  • Number of Sections: 35
  • Total Time: 15:10:48

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13Walnut Growing in Oregon

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Although published to promote the business of walnut production, this short volume describes the current science and practice of growing walnuts in the early twentieth century with particular reference to the state of Oregon. - Summary by Larry Wilson

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  • Title: Walnut Growing in Oregon
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  • Number of Sections: 13
  • Total Time: 01:41:19

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14Some American Storytellers

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Frederic Taber Cooper, who was an editor and author, provides a superb insight into the works of some of the most popular authors of the turn of the century decade.<br> Excerpt: The subjects of the essays included in this volume differ widely in aim and in accomplishment; but all of them possess, to a considerable extent, the gift that makes them next of kin to the minstrel and troubadour, to the ancient fabulist, and to the forgotten spinner of the world s first nursery tales, the gift of holding the attention by the spell of the spoken word.<br> - Summary by Celine Major

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  • Title: Some American Storytellers
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  • Number of Sections: 15
  • Total Time: 07:49:04

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15My Brigantine

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LibriVox volunteers bring you 15 recordings of My Brigantine by James Fenimore Cooper.<br> This was the Weekly Poetry project for December 26, 2021.<br> -----<br> After a stint on a commercial voyage, James Fenimore Cooper served in the U.S. Navy as a midshipman, where he learned the technology of managing sailing vessels which greatly influenced many of his novels and other writings. Cooper, beloved though he is as a novelist, hasn't drawn much attention for his poetry. Here is one of his pieces expressing his appreciation for a beautiful ship, taken from his 1830 novel "The Water-Witch". - Summary by TriciaG

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  • Number of Sections: 20
  • Total Time: 00:18:58

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16Autobiography of a Pocket-Handkerchief

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Take a fascinating journey from France to America through the "eyes" of a pocket handkerchief. She marvels at the vastness of the universe which the Creator devised and glories in her own fabrication by the young hands of a French peasant. All the while, she sees the intricacies of Providence in her life, as well as those about her. (Summary by Keith Salis)

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  • Title: ➤  Autobiography of a Pocket-Handkerchief
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  • Number of Sections: 18
  • Total Time: 05:21:59

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17Voice from the South: By a Black Woman from the South

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Published in 1892, this is the author's first work. Its eight essays are considered a seminal text of Black feminism. Its theme is that through progress in the situation of Black women, the entire African American community would be uplifted. Cooper is one of the most well-regarded scholars in African American history. - Summary by Verla Viera

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  • Title: ➤  Voice from the South: By a Black Woman from the South
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  • Number of Sections: 22
  • Total Time: 07:18:24

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18Cross-Cut

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A Colorado mining story dealing with an attempt by Squint Rodain and his son to wrest the Blue Poppy Silver Mine from Robert Fairchild. An engaging novel of the west. (Summary by Jim Locke)

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  • Title: Cross-Cut
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  • Format: Audio
  • Number of Sections: 25
  • Total Time: 07:49:08

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  • Number of Sections: 25 sections

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19Ways of the Hours

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Originally written shortly before Cooper's death and published posthumously, The Ways of the Hours examines the social evils of the criminal justice system. In particular, it looks at how the jury system, which acts as a check on centralized power in a monarchy, has the opposite effect in a democracy. - Summary by LynneT

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  • Title: Ways of the Hours
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  • Language: English
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  • Format: Audio
  • Number of Sections: 31

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    20Annie Oakley, Woman at Arms

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    Annie Oakley was without a doubt the greatest markswomen who ever lived. She was christened Phoebe Ann Mosey but was called Annie from childhood. Oakley was the stage name that she assumed when she first started to perform with Frank Butler. From obscure and impoverished beginnings, she made herself into the best known woman of her time, propelled by an indomitable spirit and an uncanny shooting ability. We learn of her enduring marriage to Frank Butler and their first meeting — a shooting match in which the seemingly delicate young girl defeated the professional marksman; her association with Buffalo Bill Cody’s Wild West Show and its triumphal tour through Europe and America; the train crash that nearly took her life and her years as an actress and teacher. Yet with all her many successes she preserved her warmth, dedication and integrity. Her story remains to this day one of the grandest to have come out of the Old West. - Summary from the jacket cover

    “Annie Oakley, Woman at Arms” Metadata:

    • Title: Annie Oakley, Woman at Arms
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    • Language: English
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    Edition Specifications:

    • Format: Audio
    • Number of Sections: 15
    • Total Time: 05:44:53

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    • File Name: annieoakleywomanatarms_2507_librivox
    • File Format: zip
    • Total Time: 05:44:53
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