关于白血病亚型基因芯片数据资料的后综分析

针对筛选特定癌症亚型的特异表达基因,提出了一种新颖的癌症基因芯片的后综分析方法——运用并改进秩打分算法(RS),对有序基因列表的统计均值取秩并打分.该算法结合常用的“一对多”(OVA)比对方法或“一对一”(OVO)比对方法,在跨平台检测某些白血病亚型特异基因时显得极为有效.6个公开的白血病数据的统计结果显示白血病亚型间的分子生物信号差异强于芯片系统间的差异.此外,一组儿童白血病亚型(BCR-ABL)的标志基因能够准确预测成人白血病中的该亚型.结果有助于从白血病或其他有着充分研究背景的癌症芯片表达数据中,发现、确认和治疗其亚型.     

学习障碍与社会技能缺失的关系

很多研究试图揭示学习障碍与社会技能缺失的关系,探讨社会技能起缺失是否是学习障碍儿童特有的现象。研究者围绕学习障碍定义关于社会技能缺失的表述,学习障碍儿童社会技能缺失成因,学习障碍子类型与社会技能缺失的关系以及学习障碍儿童社会技能缺失元分析研究四个方面对这一问题进行研究。研究学习障碍与社会技能缺失的关系对教育者开展干预工作具有重要的指导意义。将来的研究应关注学习障碍儿童社会技能缺失的类型特点和发展特点。     

Discriminant and incremental validity of self-concept and academic self-efficacy: a meta-analysis

Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N?=?24,773), found a strong mean correlation of .43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain matching between them, moderate the strength of the correlation between self-concept and academic self-efficacy. Global self-concept was associated with weaker correlations than were academic and subject-specific self-concept. Academic self-efficacy had higher incremental validity than self-concept. Study 2, which examined data-sets from Programme for International Student Assessment 2000, 2003 and 2006, found that the mean correlation ranged from .31 to 54. Self-concept sometimes had higher incremental validity than academic self-efficacy. The higher incremental validity of self-concept may result from the wording and domain of self-concept measure as well as specificity matching between self-concept and academic achievement.     

Synthesising case-study research – ready for the next step?

Within the emerging field of research on education for sustainability (EfS), case studies are an important if not the predominant research approach, although often criticised for its lack of internal and external validity and a tendency to draw conclusions with insufficient rigour. While, basic concerns have been expressed and discussed in an early issue of this journal, main assumption still hold true after more than 10 years of research in the field. Only a few approaches so far have tackled the challenge to provide cross-case comparison and the synthesis of case-study results still remains a research desideratum. In this paper, we argue that developments in the field of qualitative and quantitative meta-analysis in educational science offer a framework, which can be used to overcome that shortcoming. After describing the idea of research synthesis, different types of such a meta-analysis are identified and their potential is discussed for existing case studies in higher EfS. This paper concludes with recommendations for further case-study research in the field.     

Cooperative Learning and Literacy: A Meta-Analytic Review

Abstract

We conducted a meta-analysis on the effectiveness of cooperative and collaborative learning to support enhanced literacy outcomes. Interventions considered were provided in regular education settings (i.e., not pull-out instruction) with students from Grades 2 through 12. Reviewing more than 30 years of literacy research, we located 18 intervention studies with 29 study cohorts. Included studies primarily used standardized assessments to report on students’ reading, vocabulary, or comprehension achievement, which we analyzed separately. Overall, students had significantly higher literacy achievement scores when instructional interventions utilized cooperative and collaborative activity structures. The overall weighted mean effect sizes ranged from 0.16 to 0.22 (p < .01) with more than 94% of the point estimates being positive. Because cooperative or collaborative learning was always one of multiple intervention components, it was impossible to estimate the unique, added effects of cooperative/collaborative learning. Although the small number of eligible studies precludes any claims about the effectiveness of specific forms of grouping and the circumstances under which programs have more impact, our findings suggest that cooperative and collaborative grouping was a core component of effective literacy interventions, particularly at the elementary level.     

Peer ethnicity and achievement: a meta-analysis into the compositional effect

This study reports a meta-analysis on the effects of ethnic minority share in school on achievement test scores. Best evidence from the studies that have appeared thus far on this topic shows that these compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA than when the minority group consists of immigrants. A high share of students from an ethnic minority group seems to affect the achievement of students belonging to the same ethnic group more than the achievement of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem to be close to zero. Several robustness checks confirm our results. The review concludes with a discussion of implications for research and policy practice.     

Bias Corrections for Standardized Effect Size Estimates Used With Single-Subject Experimental Designs

A multilevel meta-analysis can combine the results of several single-subject experimental design studies. However, the estimated effects are biased if the effect sizes are standardized and the number of measurement occasions is small. In this study, the authors investigated 4 approaches to correct for this bias. First, the standardized effect sizes are adjusted using Hedges’ small sample bias correction. Next, the within-subject standard deviation is estimated by a 2-level model per study or by using a regression model with the subjects identified using dummy predictor variables. The effect sizes are corrected using an iterative raw data parametric bootstrap procedure. The results indicate that the first and last approach succeed in reducing the bias of the fixed effects estimates. Given the difference in complexity, we recommend the first approach.     

How to unring the bell: A meta-analytic approach to correction of misinformation

The study reports on a meta-analysis of attempts to correct misinformation (k?=?65). Results indicate that corrective messages have a moderate influence on belief in misinformation (r?=?.35); however, it is more difficult to correct for misinformation in the context of politics (r?=?.15) and marketing (r?=?.18) than health (r?=?.27). Correction of real-world misinformation is more challenging (r?=?.14), as opposed to constructed misinformation (r?=?.48). Rebuttals (r?=?.38) are more effective than forewarnings (r?=?.16), and appeals to coherence (r?=?.55) outperform fact-checking (r?=?.25), and appeals to credibility (r?=?.14).     

新课程标准下中学体育教育模式的元分析

探索新课程标准下具体的教学方法与程序是体育课程改革中的关键问题。运用元分析方法,对有关中学体育教学模式的实验研究成果进行定量分析,结果发现体能类项目效果量中等,心理指标的效果量总体较大,男女生效果量总体差异不明显。研究还发现,有关体育教学模式的实验研究数量较少,实验研究成果多集中在经济发达地区,现有的研究理论层次不高,研究不够深入,重复研究较多,且存在重复利用一次研究数据的情况。全面实施新的体育与健康课程标准仍有诸多现实问题需要解决。     

体育锻炼与大学生心理健康的关系:一项元分析研究

使用元分析方法对我国大学生体育锻炼与心理健康关系的研究共15项进行定量化综述研究.结果表明,参加体育锻炼的大学生群体与不参加体育锻炼的大学生群体相比较,前者的心理健康综合指标得分值优于后者0.29个标准差.体育锻炼有利于促进大学生的心理健康.