The Effectiveness of Summtier Compensatory Education: A Review of the Research

Austin, Gilbert R.; Rogers, Bruce G.; Walbesser, Henry H.

doi:10.3102/00346543042002171

Review of Educational Research

1972

DOI: 10.3102/00346543042002171

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The Effectiveness of Summtier Compensatory Education: A Review of the Research

Gilbert R. Austin

Bruce G. Rogers

Henry H. Walbesser

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1973

2022

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Cited by 11 publications

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“…This trend has been reflected in the steadily increasing prominence of RER as a source of legitimated knowledge on a wide range of educational issues during the subsequent decades. For example, reviews of research published in RER have contributed to the field’s evolving understanding of issues such as educational inequality (Gamoran & Berends, 1987; Sirin, 2005), educational productivity (Austin, Rogers, & Walbesser, 1972; Lopez, 2007), teacher change (Wang & Odell, 2002; Waugh & Punch, 1987), the use of computers in schools (Belland, Walker, Kim, & Lefler, 2017; Kulik, Kulik, & Bangert-Drowns, 1985), teaching effectiveness (Rosenshine, 1970; Seidel & Shavelson, 2007), school size effects on learning (Leithwood & Jantzi, 2009), education accountability (Everson, 2017; Lee, 2008), the effects of homework (Paschal, Weinstein, & Walberg, 1984), and globalization (Spring, 2008; Zhao, Beckett, & Wang, 2017).…”

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Mapping the Contributions of the Review of Educational Research to Education, 1931–2020

Hallinger

2022

Review of Educational Research

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The goals of this bibliometric review of the Review of Educational Research were to gain insights into the evolution of the journal and identify its key contributions to the education literature. Bibliographic data associated with the full set of 3,022 review articles published in RER from 1931 through 2021 were exported from Scopus for bibliometric analysis using VOSviewer software. The review confirmed that RER remains rooted in the American education context, with scholars located outside the United States accounting for only 6% of the RER corpus. The review identified authors and documents published in RER that have had the greatest impact on the broader education literature. Author co-citation analysis visualized the “intellectual structure” of the RER corpus, which is anchored by a “school of thought” associated with Teaching and Learning Strategies and Effects. This research stream has been informed by complementary schools of researchers who have generated theory and research on cognition, teaching, and learning as well as motivation and learning. Although conceptual reviews of research are more prominent, meta-analytic reviews have also come to represent a key pillar in the intellectual structure of RER. Journal co-citation analysis validated the centrality of RER’s place within a community of highly ranked education and psychology journals. The findings confirm the strong disciplinary influence of psychology in shaping the journal’s direction and content. Adapting to a changing global research landscape in education was identified as a key challenge facing RER in the next decade.

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confidence: 99%

Mapping the Contributions of the Review of Educational Research to Education, 1931–2020

Hallinger

2022

Review of Educational Research

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Effects of Summer Break on Math and Spelling Performance as a Function of Grade Level

Allinder¹,

Fuchs²,

Fuchs³

et al. 1992

The Elementary School Journal

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Recouping and rethinking the effects of summer vacation on reading achievement

Helf

Konrad

Algozzine

2008

Journal Research in Reading

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Vacations may have detrimental effects on maths and spelling performance, but the findings for reading are less conclusive. The purpose of this study was to analyse the effects of summer vacation on early literacy skills of young children. Participants included rising first and second-graders, most of whom were at-risk, struggling readers. No evidence of summer setback was evident for this sample of children; in fact, gains in reading (or, recoupment of any losses) were more common in children performing at lower levels than for those with higher scores at the end of the school year. Our outcomes are different from those reported by other researchers. We explain this with attention to the content of our comparisons, the grade levels investigated and measures used to assess performance, and discuss implications for future research based on our findings.The 'rich/poor achievement gap' in schools in the United States has captured the hearts and minds of educators for some time and has gained heightened interest as well as refocused concern as a result of continuing reviews of National Assessment of Educational Progress (NAEP) data and provisions in the No Child Left Behind legislation (cf.

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The Effectiveness of Summtier Compensatory Education: A Review of the Research

Cited by 11 publications

References 2 publications

Mapping the Contributions of the Review of Educational Research to Education, 1931–2020

Mapping the Contributions of the Review of Educational Research to Education, 1931–2020

Effects of Summer Break on Math and Spelling Performance as a Function of Grade Level

Recouping and rethinking the effects of summer vacation on reading achievement

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