Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

How we Think

Previous research has recommended several measures of effect size for studies with repeated measurements in both treatment and control groups. Three alternate effect size estimates were compared in...

Estimating Effect Sizes From Pretest-Posttest-Control Group Designs:

Divergent thinking (DT) tests are very often used in creativity studies. Certainly DT does not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria. The validity of DT is described as reasonable because validity is not an all-or-nothing attribute, but is, instead, a matter of degree. Also, validity only makes sense relative to particular criteria. The criteria strongly associated with DT are detailed in this article. It also summarizes the uses and limitations of DT, conceptually and psychometrically. After the psychometric evidence is reviewed, alternative tests and scoring procedures are described, including several that have only recently been published. Throughout this article related processes, such as problem finding and evaluative thinking, are linked to DT.

Divergent Thinking as an Indicator of Creative Potential

Preface Part I. Research on Learning 1. Introduction to Research on Learning, Patricia A. Alexander and Richard E. Mayer 2. Learning to Read, Emily Fox and Patricia A. Alexander 3. Learning to Write, Susan De La Paz and Deborah McCutchen 4. Learning Mathematics, Ann R. Edwards, Indigo Esmonde, and Joseph F. Wagner 5. Learning Science, Richard Duschl and Richard Hamilton 6. Learning History, Linda Levstik 7. Learning a Second Language, Min Wang 8. Learning Motor Skill in Physical Education, Catherine D. Ennis and Ang Chen 9. Learning to Think Critically, Christina Bonney and Robert J. Sternberg 10. Learning to Self-Monitor and Self-Regulate, Marcel V. J. Veenman 11. Learning with Motivation, Eric M. Anderman and Heather Dawson Part II. Research on Instruction 12. Introduction to Research on Instruction, Patricia A. Alexander and Richard E. Mayer 13. Instruction Based on Feedback, John Hattie and Mark Gan 14. Instruction Based on Examples, Alexander Renkl 15. Instruction Based on Self-Explanation, Brenda A. Fonseca and Michelene T. H. Chi 16. Instruction Based on Peer Interaction, Kathryn R. Wentzel and Deborah E. Watkins 17. Instruction Based on Cooperative Learning, Robert E. Slavin 18. Instruction Based on Inquiry, Sofie M. M. Loyens and Remy M. J. P. Rikers 19. Instruction Based on Discussion, P. Karen Murphy, Ian A. G., Wilkinson, and Anna O. Soter 20. Instruction Based on Tutoring, Arthur C. Graesser, Sidney D'Mello, and Whitney Cade 21. Instruction Based on Visualizations, Richard E. Mayer 22. Instruction Based on Computer Simulation, Ton de Jong

Handbook of Research on Learning and Instruction

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.

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The effectiveness of creativity training: A quantitative review

Prior meta-analytic studies have provided evidence for the effectiveness of creativity training. In the present study, 156 training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of training, as reflected in these variables, and meta-analytic data were used to assess the effectiveness of each type of training. Overall, 11 common types of training were identified, all of which appeared to have some value. However, some types of training, specifically idea production and cognitive training, proved particularly effective while some commonly applied training strategies, specifically imagery training, proved less effective. The implications of these findings for the design of creativity training are discussed.

Types of creativity training: Approaches and their effectiveness

The generation of new ideas is a complex demanding activity involving multiple processing operations. As is the case in other forms of complex cognition, biases in process execution can induce errors that limit peoples' ability to generate viable new ideas. In the present effort, the nature of these biases, and their impact on creative thought, are examined. It is noted that these biases arise from multiple sources including knowledge, limitations in processing capacity, patterns of information use, and the strategies applied in process execution. The implications of these observations for enhancing creative performance are discussed along with potential strategies for error remediation.

Errors in Creative Thought? Cognitive Biases in a Complex Processing Activity

In recent years, the role of cognitive skills in shaping leader performance has received more attention. In the present study, the role of one key set of skills, planning skills, was examined with respect to leader emergence and group performance in a sample of 55 groups, containing 195 undergraduates, working on a business planning task. Leader planning skills were assessed along with structuring and considerate behavior under conditions where task complexity, group diversity, and turbulence were examined as potential influences on the need for planning and the need for leaders possessing planning skills. It was found that complexity, diversity, and turbulence influenced the quality and originality of group plans, as well as structuring behavior on the part of leaders. Leader structuring behavior interacted with leader planning skills in determining the quality and originality of group plans. The implications of these findings for understanding the role of planning skills in shaping leader emergence and group performance are discussed.

Leadership skills and the group performance: Situational demands, behavioral requirements, and planning

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The effectiveness of creativity training: A quantitative review

Types of creativity training: Approaches and their effectiveness

Errors in Creative Thought? Cognitive Biases in a Complex Processing Activity

Leadership skills and the group performance: Situational demands, behavioral requirements, and planning