Richard S Lysakowski
Biographic Data
| ID | 5180872 |
|---|---|
| NAME | Richard S Lysakowski |
| GIVEN NAMES | Richard S |
| FAMILY NAME | Lysakowski |
| SIGNATURE | LYSAKOWSKI R S |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 1984 |
| H-INDEX | 1 |
Meta-Analysis in Education
rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the …
Meta-Analysis in Education
Instructional Effects of Cues, Participation, and Corrective Feedback
To estimate the instructional effects of cues, participation, and corrective feedback on learning, 94 effect sizes were calculated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes. The mean of the study-weighted effect sizes is .97, which suggests average percentiles on learning outcomes of 83 and 50, respectively, for experimental and control groups. The strong effects appeared cons…
Instructional Effects of Cues, Participation, and Corrective Feedback
To estimate the instructional effects of cues, participation, and corrective feedback on learning, 94 effect sizes were calculated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes. The mean of the study-weighted effect sizes is .97, which suggests average percentiles on learning outcomes of 83 and 50, respectively, for experimental and control groups. The strong effects appeared cons…
Instructional Effects of Cues, Participation, and Corrective Feedback
To estimate the instructional effects of cues, participation, and corrective feedback on learning, 94 effect sizes were calculated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes. The mean of the study-weighted effect sizes is .97, which suggests average percentiles on learning outcomes of 83 and 50, respectively, for experimental and control groups. The strong effects appeared cons…
Meta-Analysis in Education
rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the …
Meta-Analysis in Education
Behavioral and Psychological Studies (2 works) · Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Academic and Historical Perspectives in Psychology (1 work) · Academic Freedom and Politics (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Communication in Education and Healthcare (1 work) · Computer Science (1 work)