Abstract
AbstractThis paper reported a comprehensive “meta-review” and synthesis of research on variables related to learning, including both cognitive and affective schooling outcomes. A conceptual framework was developed encompassing 228 items related to school learning, organized a priori into 30 scales within six categories. Search and selection procedures yielded 179 selected handbook and annual review chapters, commissioned papers, and other authoritative reviews. Content analysis yielded over 3,700 ratings of the strength of influence of the variables on learning. The variables confirmed the primacy of student, classroom, home, and community influences on learning relative to more distal policy variables such as state and district characteristics. Additionally, the variables also highlighted the importance of metacognition, classroom management, quantity of instruction, classroom interactions and climate, and the peer group.
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