29:null 2a:["$","title",null,{"children":"¿Qué funciona mejor en educación? | Ernesto Laval | Observable"}] 2f:T3b71,class VisHattie { constructor(el) { this._data = []; this._margin = {left: 20, right:100, top:40, bottom: 40}; this.minSize = 2; this.maxSize = 10; this.maxCharsPerLine = 20; this.tooltipFontSize = width/60; this._totalWidth = width; this._totalHeight = width/2; this.defaultTotalHeight = this._totalHeight; this.svgContainer = d3.select(el).select("svg"); this.startup(); } startup() { debugger; this._width = this._totalWidth - this._margin.left - this._margin.right; this._height = this._totalHeight - this._margin.top - this._margin.bottom; this.maxCharsPerLine = this._width/this.tooltipFontSize; this.svgContainer .attr("width",this._width+this._margin.left+this._margin.right) .attr("height",this._height+this._margin.top+this._margin.bottom) this.container = this.svgContainer.selectAll("g.container") .data([null]) .join("g") .attr("class", "container") .attr("transform", `translate(${this._margin.left},${this._margin.top})`) this.container.selectAll("g.x.axis") .data([null]) .join("g") .attr("class", "x axis") .attr("transform", `translate(${0},${this._height})`) this.container.selectAll("text.main.title") .data([null]) .join("text") .attr("class","main title") .attr("x",this._width/2) .attr("y",-this._margin.top/2) .attr("dy",-5) .attr("font-size",this.tooltipFontSize) .attr("text-anchor","middle") .text("Mapa de factores que influyen en rendimiento de estudiantes según tamaño de su efectos") this.container.selectAll("rect.reverse") .data([null]) .join("rect") .attr("class", "reverse") .attr("height", this._height + this._margin.top/2) this.container.selectAll("rect.development") .data([null]) .join("rect") .attr("class", "development") .attr("height", this._height+ this._margin.top/2) this.container.selectAll("rect.typical") .data([null]) .join("rect") .attr("class", "typical") .attr("height", this._height+ this._margin.top/2) this.container.selectAll("rect.desired") .data([null]) .join("rect") .attr("class", "desired") .attr("height", this._height+ this._margin.top/2) this.container.selectAll("text.reverse") .data([null]) .join("text") .attr("dy",'-1em') .attr("font-size", `${1.5*this.tooltipFontSize}px`) .attr("class", "domain type reverse") .text("Efecto reverso") this.container.selectAll("text.development") .data([null]) .join("text") .attr("font-size", `${1.5*this.tooltipFontSize}px`) .attr("class", "domain type development") .text("Desarrollo normal") this.container.selectAll("text.typical") .data([null]) .join("text") .attr("dy",'-1em') .attr("font-size", `${1.5*this.tooltipFontSize}px`) .attr("class", "domain type typical") .text("Enseñanza típica") this.container.selectAll("text.desired") .data([null]) .join("text") .attr("font-size", `${1.5*this.tooltipFontSize}px`) .attr("class", "domain type desired") .text("Efecto deseado") this.container.selectAll("g.legend") .data([null]) .join("g") .attr("class", "legend") .attr("transform", `translate(${this._width},0)`) // const colorblindFriendlyRange = ["#DDA244", "#72B1E1", "#479C76", "#BF7DA5", "#3371AD", "#C46636"] const colorblindFriendlyRange = ["#F2E444", "#72B1E1", "#479C76", "#BF7DA5", "#3371AD", "#C46636", "#DDA244"] this.color = d3.scaleOrdinal().range(colorblindFriendlyRange) .domain([ "CLASSROOM", "CURRICULA", "HOME", "SCHOOL", "STUDENT", "TEACHER", "TEACHING", ]); //this.color = d3.scaleOrdinal(d3.schemeCategory10) //.range(["#4E79A7", "#F28E2B", "#E15759", "#BAB0AC", "grey","#59A14F"]) //.domain(["MUN", "PP", "PS", "AD", "TODOS"]) this.yScale = d3.scalePoint().range([this._height,0]).padding(0.5); this.xScale = d3.scaleLinear(); this.xBands = d3.scaleBand().range([0,this._width]); this.axisX = d3.axisBottom(this.xScale).tickFormat(d3.format(".2f")); this.axisY = d3.axisLeft(this.yScale); this.container.selectAll("g.legend").selectAll("g.area") .data([ "TEACHING", "TEACHER", "STUDENT", "SCHOOL", "HOME", "CURRICULA", "CLASSROOM", ]) .join("g") .attr("class", "area") .attr("font-size", `${this.tooltipFontSize}px`) .attr("transform", (d,i) => `translate(10, ${20 + i*this.tooltipFontSize})`) this.container.selectAll("g.legend").selectAll("text.legend.title") .data([null]) .join("text") .attr("class", "legend title") .attr("dx", 2) .attr("font-size", `${1.5*this.tooltipFontSize}px`) .text("DIMENSIÓN") this.container.selectAll("g.legend").selectAll("g.area").selectAll("circle") .data(d => [d]) .join("circle") .attr("class",d => d) .attr("r",0.4*this.tooltipFontSize) .attr("fill",d => this.color(d)) this.container.selectAll("g.legend").selectAll("g.area").selectAll("text") .data(d => [d]) .join("text") .attr("class",d => d) .attr("dy",3) .attr("dx",8) .text(d => i18n.t(d)) // text label for the y axis this.container.selectAll("text.x.axis.label") .data([null]) .join("text") .attr("class", "x axis label") .attr("font-family", "sans-serif") .attr("font-size", this.tooltipFontSize*0.5) .attr("y", this._margin.bottom - 15) .attr("transform",`translate(${this._width},${this._height})`) .style("text-anchor", "end") .text("Tamaño del efecto (d de Cohen)"); } render(_data) { const self = this; debugger; if (_data) { const data = _data.map(d => ({ name: d.Influence, value: +Math.floor(20*((+d["Effect size d (Dec 2017)"] || +d["Effect size d (Aug 2017)"])))/20, item:d })) const grouped = _.chain(data).groupBy(d => d.value).map((items,value) => ({value:value, freq: items.length, items:items})).value(); const nodes = []; _.chain(data) .groupBy(d => d.value) .each((items,value) => { _.chain(items) .sortBy(d => `${d.item.Domain}-${d.item.Subdomain}`) .value().forEach((d,i) => { nodes.push({ value:+value, vPos:i, item:d }) }) }) .value(); const maxX =1.6; const minX =-0.9; this.xScale.range([0,this._width]).domain([minX,maxX]); this.yScale.range([this._height,0]).domain(_.chain(nodes).map(d => d.vPos).sortBy().value()); const xStep = this.xScale(0.05)-this.xScale(0) nodes.forEach(d => { const pos = this.xScale(d.value) > this._width/2 ? "left" : "right"; d.item.pos = pos; }) this.container.select("g.x.axis") .call(this.axisX); this.container.selectAll("rect.desired") .attr("width", this.xScale(maxX)-this.xScale(0.4)) .attr("y", -this._margin.top/2) .attr("x", this.xScale(0.4)); this.container.selectAll("rect.typical") .attr("width", this.xScale(0.4)-this.xScale(0.15)) .attr("x", this.xScale(0.15)) .attr("y", -this._margin.top/2) ; this.container.selectAll("rect.development") .attr("width", this.xScale(0.15)-this.xScale(0)) .attr("x", this.xScale(0)) .attr("y", -this._margin.top/2) ; this.container.selectAll("rect.reverse") .attr("width", this.xScale(0.0)-this.xScale(minX)) .attr("x", this.xScale(minX)) .attr("y", -this._margin.top/2) ; this.container.selectAll("text.desired") .attr("x", this.xScale(d3.mean([0.4,maxX]))); this.container.selectAll("text.typical") .attr("x", this.xScale(d3.mean([0.15,0.4]))); this.container.selectAll("text.development") .attr("x", this.xScale(d3.mean([0,0.15]))); this.container.selectAll("text.reverse") .attr("x", this.xScale(d3.mean([minX,0]))); this.container.selectAll("g.node") .data(nodes) .join("g") .attr("class","node") .attr("transform",d => `translate(${this.xScale(d.value) + xStep/2 }, ${this.yScale(d.vPos)})`) this.container.selectAll("g.node").selectAll("circle") .data(d => [d.item]) .join("circle") .attr("fill", d => this.color(d.item.Area)) .attr("r",this.yScale.step()/2) .on("mouseenter", function(d) { self.unhighliteNodes(); self.showTooltip.bind(this.parentNode)(d); self.highlightNode(this.parentNode); }) .on("mouseleave", function(d) { self.hideTooltip.bind(this.parentNode)(d) self.unhighlightNode(this.parentNode); }) .on("mousedown", function(d) { d.showTooltip = !d.showTooltip; if (d.showTooltip) { self.unhighliteNodes(); self.showTooltip.bind(this.parentNode)(d); self.highlightNode(this.parentNode); } else { self.hideTooltip.bind(this.parentNode)(d) self.unhighlightNode(this.parentNode); } }) /* this.container.selectAll("g.node").selectAll("title") .data(d => [d.item]) .join("title") .text(d => `${d.item.Influence} ${d.item.Domain}`) */ this.container.selectAll("g.node").selectAll("g.nodetooltip") .data(d => [d.item]) .join("g") .attr("class", "nodetooltip") .style("display", "none") .attr("transform",d => d.pos == "left" ? `translate(${-10}, ${-10})` : `translate(${10}, ${-10})`) this.container.selectAll("g.node").selectAll("g.nodetooltip").selectAll("rect") .data(d => [null]) .join("rect") .attr("fill","yellow") const tooltipText = this.container.selectAll("g.node").selectAll("g.nodetooltip").selectAll("text") .data(d => [d]) .join("text") .attr("fill","black") .attr("font-family", "sans-serif") .attr("text-anchor","start") tooltipText.selectAll("tspan.title.locale") .data(d => { const langData = this.toolTipWrappingData(d); return langData.dataEnglish; }) .join("tspan") .attr("class", "title locale") .attr("font-size", `${this.tooltipFontSize}px`) .attr("x", 0) .attr("y", (d,i) => `${i*1}em`) .text(d => d); tooltipText.selectAll("tspan.title.english") .data(d => { const langData = this.toolTipWrappingData(d); return langData.dataLocale.map(d => ({text:d, prevLines:langData.dataEnglish.length})); }) .join("tspan") .attr("class", "title english") .attr("font-size", `${0.75*this.tooltipFontSize}px`) .attr("font-style", 'italic') .attr("x", 0) .attr("y", (d,i) => { return `${d.prevLines + i*0.75}em` }) .text(d => d.text); tooltipText.selectAll("tspan.domain") .data(d => [d]) .join("tspan") .attr("class", "domain") .attr("font-size", `${0.5*this.tooltipFontSize}px`) .attr("x", 0) .attr("y", d => { const langData = this.toolTipWrappingData(d); return `${langData.dataEnglish.length + langData.dataLocale.length * 0.75 + 1.5}em`; }) .text( d => `${i18n.t(d.item.Domain)}`) tooltipText.selectAll("tspan.subdomain") .data(d => [d]) .join("tspan") .attr("class", "subdomain") .attr("font-size", `${0.5*this.tooltipFontSize}px`) .attr("x", 0) .attr("y", d => { const langData = this.toolTipWrappingData(d); return `${langData.dataEnglish.length + langData.dataLocale.length * 0.75 + 2.5}em`; }) .text( d => `${i18n.t(d.item.Subdomain)}`) this.container.selectAll("g.node").selectAll("g.nodetooltip") .attr('transform', function(d) { debugger; const box = d3.select(this.parentNode).select("text").node().getBBox(); return d.pos == "left" ? `translate(${-box.width-10}, ${-10})` : `translate(${10}, ${-10})` }) this.container.selectAll("g.node").selectAll("g.nodetooltip").selectAll("rect") .attr('width', function(d) { const box = d3.select(this.parentNode).select("text").node().getBBox(); return box.width }) .attr('x', function(d) { const box = d3.select(this.parentNode).select("text").node().getBBox(); return box.x }) .attr('height', function(d) { const box = d3.select(this.parentNode).select("text").node().getBBox(); return box.height }) .attr('y', function(d) { const box = d3.select(this.parentNode).select("text").node().getBBox(); return box.y }); this.container.selectAll("g.node") .each(function(d) { if (d.item.item.Influence == targetInfluence) { self.highlightNode(this); self.showTooltip.bind(this)(d.item); } else { self.unhighlightNode(this); self.hideTooltip.bind(this)(d.item); } }) } } toolTipWrappingData(d) { const wrappedTextEng = wordwrap(`${d.item.Influence} (${+d.item["Effect size d (Dec 2017)"]})`, this.maxCharsPerLine); const wrappedTextEngLines = wrappedTextEng.split("\n"); const wrappedTextLocale = wordwrap(`${i18n.t(d.item.Influence)}`, this.maxCharsPerLine); const wrappedTextLocaleLines = wrappedTextLocale.split("\n"); return { dataEnglish: wrappedTextEngLines, dataLocale: wrappedTextLocaleLines, } } tooltipePosition(d) { } highlightNode(node) { d3.select(node).select("circle") .attr("stroke","black") .attr("stroke-width",1.5); } unhighlightNode(node) { d3.select(node).select("circle") .attr("stroke",null); } unhighliteNodes() { const self = this; this.container.selectAll("g.node") .each(function(d) { self.hideTooltip.bind(this)(d); self.unhighlightNode(this); }) } showTooltip(d) { this.showTarget = false; this.parentNode.appendChild(this); d3.select(this).select("g.nodetooltip") .style("display", "block") } hideTooltip(d) { d3.select(this).select("g.nodetooltip") .style("display", "none") } data(_) { this._data = _; return this; } margin(_) { this._margin = _; this.startup(); return this; } width(_) { this.totalWidth = _; this._width = this.totalWidth - this._margin.left - this._margin.right; this.startup(); return this; } height(_) { this._totalHeight = _; this._height = this.totalHeight - this._margin.top - this._margin.bottom; this.startup(); return this; } }30:T487c,translations = ({ es: { 'CLASSROOM': "AULA", 'CURRICULA': "CURRICULUM", 'HOME': "HOGAR", 'SCHOOL': "ESCUELA", 'STUDENT': "ESTUDIANTE", 'TEACHER': "PROFESOR", 'TEACHING': "ENSEÑANZA", "TEACHING: Focus on implementation method": "ENSEÑANZA: Foco en método de implemetación", "TEACHING: Focus on student learning strategies": "ENSEÑANZA: Foco en estrategias de aprendizaje del estudiante", "TEACHING: Focus on teaching/instructional strategies": "ENSEÑANZA: Foco en estrategias de de enseñanza/instruccionales", "Beliefs, attitudes and dispositions":"Creencias, actitud y disposición", "Classroom composition effects":"Efectos de composición del aula", "Classroom influences":"Influencias del aula", "Family resources":"Recdursos de la familia", "Family structure":"Estructura familiar", "Home environment":"Ambiente del hogar", "Implementations that emphasize school-wide teaching strategies":"Implementaciones con énfasis en estrategias de enseñanza a nivel de la escuela", "Implementations using out-of-school learning":"Implementaciones que usan aprendizaje fuera de la escuela", "Implementations using technologies":"Implementaciones que usan tecnología", "Leadership":"Liderazgo", "Learning strategies":"Estrategias de aprendizaje", "Math and sciences":"Matemática y ciencia", "Motivational approach, orientation":"Enfoque motivacional, orientación", "Other curricula programs":"Otros programas curriculares", "Other school factors":"Otros factores escolares", "Physical influences":"Incluencias físicas", "Prior knowledge and background":"Conocimiento previo y 'background'", "Reading, writing and the arts":"Lectura, escritura y arte", "School compositional effects":"Efectos de composición escolar", "School curricula for gifted students":"Curriculum escolar para estudientes talentosos", "School resourcing":"Recursos escolares", "Strategies emphasizing feedback":"Estrategias que enfatizan la retroalimentación", "Strategies emphasizing learning intentions":"Estrategias que enfatizan la intención de aprendizaje", "Strategies emphasizing student meta-cognitive/ self-regulated learning":"Estrategias que enfatizan aprendizaje meta-cognitivo / auto-regulado", "Strategies emphasizing student perspectives in learning":"Estrategias que enfatizan perspectivas del estudiante en el aprendizaje", "Strategies emphasizing success criteria":"Estrategias que enfatizan el criterio de éxito", "Student-focused interventions":"Intervenciones enfocadas en el estudiante", "Teacher attributes":"Atributos del/la profesor(a)", "Teacher education":"Educación de profesores", "Teacher-student interactions":"Interacción profesor(a)-estudiane", "Teaching/instructional strategies":"Estrategias instruccionales/de enseñanza", "Types of school": "Tipos de escuela", "Ability grouping for gifted students": "Agrupar por habilidades para estudiantes talentosos", "Acceleration programs": "Programas de aceleración", "Achieving motivation and approach": "Lograr motivación y enfoque", "ADHD": "TDAH", "ADHD – treatment with drugs": "TDAH - tratamiento con drogas", "Adjunct aids": "Ayudas adjuntas", "Adopted vs non-adopted care": "Atención adoptada vs no adoptada", "After-school programs": "Programas después de la escuela", "Appropriately challenging goals": "Objetivos apropiadamente desafiantes", "Aptitude/treatment interactions": "Interacciones de aptitud/tratamiento", "Attitude to content domains": "Actitud hacia los dominios de contenido", "Average teacher effects": "Efectos promedio del profesor", "Background music": "Música de fondo", "Behavioral intervention programs": "Programas de intervención conductual", "Behavioral organizers": "Organizadores del comportamiento", "Bilingual programs": "Programas bilingües", "Boredom": "Aburrimiento", "Breastfeeding": "Amamantamiento", "Career interventions": "Intervenciones de carrera", "Charter schools": "Escuelas charter", "Chess instruction": "Instrucción de ajedrez", "Classroom discussion": "Discusión en el aula", "Classroom management": "La gestión del aula", "Clear goal intentions": "Claras intenciones de meta", "Clickers": "Clickeras", "Co- or team teaching": "Enseñanza en equipo o co-enseñanza", "Cognitive behavioral programs": "Programas de comportamiento cognitivo", "Cognitive task analysis": "Análisis de tareas cognitivas", "Collaborative learning": "Aprendizaje colaborativo", "Collective teacher efficacy": "Eficacia docente colectiva", "College halls of residence": "Residencias universitarias", "Competitive vs individualistic learning": "Aprendizaje competitivo versus individualista", "Comprehension programs": "Programas de comprensión", "Comprehensive instructional programs for teachers": "Programas educativos integrales para maestros.", "Concentration/persistence/ engagement": "Concentración / persistencia / compromiso", "Concept mapping": "Mapas conceptuales", "Conceptual change programs": "Programas de cambio conceptual", "Cooperative learning": "Aprendizaje cooperativo", "Cooperative vs competitive learning": "Aprendizaje cooperativo versus competitivo", "Cooperative vs individualistic learning": "Aprendizaje cooperativo versus individualista", "Corporal punishment in the home": "Castigo corporal en el hogar", "Counseling effects": "Efectos de orientación", "Creativity programs": "Programas de creatividad", "Deafness": "Sordera", "Decreasing disruptive behavior": "Comportamiento disruptivo decreciente", "Deep motivation and approach": "Profunda motivación y enfoque", "Deliberate practice": "Practica deliberada", "Depression": "Depresión", "Desegregation": "Desegregación", "Detracking": "Detracking", "Different types of testing": "Diferentes tipos de pruebas", "Direct instruction": "Instrucción directa", "Discovery-based teaching": "Enseñanza basada en el descubrimiento", "Distance education": "Educación a distancia", "Diverse student body": "Cuerpo estudiantil diverso", "Diversity courses": "Cursos de diversidad", "Drama/arts programs": "Programas de teatro / artes", "Early years’ interventions": "Intervenciones de los primeros años", "Effort": "Esfuerzo", "Elaboration and organization": "Elaboracion y organizacion", "Elaborative interrogation": "Interrogatorio elaborativo", "Engaged vs disengaged fathers": "Padres comprometidos vs desconectados", "Enrichment programs": "Programas de enriquecimiento", "Evaluation and reflection": "Evaluación y reflexión", "Exercise/relaxation": "Ejercicio / relajación", "Explicit teaching strategies": "Estrategias de enseñanza explícitas", "Exposure to reading": "Exposición a la lectura.", "External accountability systems": "Sistemas de responsabilidad externa", "Extra-curricula programs": "Programas extra-curriculares", "Family on welfare/state aid": "Familia en asistencia social / ayuda estatal", "Feedback": "Retroalimentación", "Field independence": "Independencia de campo", "Finances": "Finanzas", "Full compared to pre-term/low birth weight": "Nacimiento a término vs prematuro/bajo peso al nacer", "Gaming/simulations": "Juegos / simulaciones", "Gender on achievement": "Género en el logro", "Generalized school effects": "Efectos escolares generalizados", "Goal commitment": "Compromiso con los objetivos", "Grit/incremental vs entity thinking": "Pensamiento incremental/granular versus pensamiento de entidad", "Help seeking": "Buscar ayuda ", "Home visiting": "Visita a domicilio", "Home-school programs": "Programas de hogar y escuela", "Homework": "Tareas para la casa", "Humor": "Humor", "Imagery": "Imágenes", "Individualized instruction": "Instrucción individualizada", "Inductive teaching": "Enseñanza inductiva", "Information communications technology (ICT)": "Tecnología de la información y la comunicación (TIC)", "Initial teacher training programs": "Programas iniciales de formación docente", "Inquiry-based teaching": "Enseñanza basada en la indagación", "Intact (two-parent) families": "Familias intactas (de dos padres)", "Integrated curricula programs": "Programas curriculares integrados", "Intelligent tutoring systems": "Sistemas inteligentes de tutoría", "Interactive video methods": "Métodos de video interactivo", "Interleaved practice": "Práctica intercalada", "Interventions for students with learning needs": "Intervenciones para estudiantes con necesidades de aprendizaje.", "Jigsaw method": "Método de rompecabezas (jigsaw)", "Juvenile delinquent programs": "Programas delincuentes juveniles", "Lack of illness": "Falta de enfermedad", "Lack of sleep": "La falta de sueño", "Lack of stress": "Falta de estrés", "Learning goals vs no goals": "Metas de aprendizaje versus no metas", "Learning hierarchies-based approach": "Enfoque de aprendizaje basado en jerarquías", "Mainstreaming/inclusion": "Integración / inclusión", "Manipulative materials on math": "Materiales manipulativos en matemática", "Mastery goals": "Objetivos de dominio", "Mastery learning": "Aprendizaje para el dominio (mastery learning)", "Matching style of learning": "Alinear al estilo de aprendizaje", "Mathematics programs": "Programas de matemática", "Mentoring": "Mentoría", "Meta-cognitive strategies": "Estrategias metacognitivas", "Micro-teaching/video review of lessons": "Micro-enseñanza / revisión de video de lecciones", "Middle schools’ interventions": "Intervenciones de escuelas intermedias", "Mindfulness": "Atención plena (mindfulness)", "Mnemonics": "Mnemotécnica", "Mobile phones": "Teléfonos móviles", "Modifying school calendars/timetables": "Modificación de calendarios / horarios escolares", "Morning vs evening": "Mañana vs tarde", "Motivation": "Motivación", "Motivation/character programs": "Motivación / programas de personalidad", "Moving between schools": "Cambiar de escuelas", "Multi-grade/age classes": "Clases multigrado / multiedad", "Music programs": "Programas musicales", "Non-immigrant background": "Antecedentes no inmigrantes", "Non-standard dialect use": "Uso de dialecto no estándar", "Note taking": "Tomar nota", "One-on-one laptops": "Computadores portátiles uno a uno", "Online and digital tools": "Herramientas en línea y digitales.", "Open vs traditional classrooms": "Aulas abiertas vs aulas tradicionales", "Other family structure": "Otra estructura familiar", "Out-of-school curricula experiences": "Experiencias curriculares fuera de la escuela", "Outdoor/adventure programs": "Programas al aire libre / aventura", "Outlining and transforming": "Bosquejando y transformando", "Parental autonomy support": "Apoyo a la autonomía de los padres.", "Parental employment": "Empleo de los padres", "Parental involvement": "Involucramiento de los padres", "Parental military deployment": "Despliegue militar parental", "Peer tutoring": "Tutoría entre pares", "Perceived task value": "Valor percibido de la tarea", "Perceptual-motor programs": "Programas de percepción motora", "Performance goals": "Metas de desempeño", "Philosophy in schools": "Filosofía en las escuelas", "Phonics instruction": "Instrucción fonética", "Piagetian programs": "Programas piagetianos", "Planning and prediction": "Planificación y predicción", "Play programs": "Programas de juego", "Positive ethnic self-identity": "Identidad étnica positiva", "Positive family/home dynamics": "Dinámica positiva de la familia / hogar", "Positive peer influences": "Influencias positivas de los compañeros", "Positive self-concept": "Autoconcepto positivo", "Practice testing": "Prueba de practica", "Pre-school programs": "Programas preescolares", "Principals/school leaders": "Directores / líderes escolares", "Prior ability": "Habilidad previa", "Prior achievement": "Logro previo", "Problem-based learning": "Aprendizaje basado en problemas", "Problem-solving teaching": "Enseñanza de resolución de problemas", "Professional development programs": "Programas de desarrollo profesional", "Programmed instruction": "Instrucción programada", "Providing formative evaluation": "Proporcionar evaluación formativa", "Questioning": "Interrogatorio", "Reciprocal teaching": "Enseñanza recíproca", "Record keeping": "Llevar de registros", "Reducing anxiety": "Reducir la ansiedad", "Reducing class size": "Reducción del tamaño de la clase", "Rehearsal and memorization": "Ensayo y memorización", "Relating creativity to achievement": "Relacionando la creatividad con el logro", "Relations of high school achievement to career performance": "Relaciones del rendimiento de la escuela secundaria con el desempeño profesional.", "Relations of high school to university achievement": "Relaciones de la escuela secundaria con el logro universitario", "Relative age within a class": "Edad relativa dentro de una clase", "Religious schools": "Escuelas religiosas", "Repeated reading programs": "Programas de lectura repetida", "Response to intervention": "Respuesta a la intervención.", "Retention (holding students back)": "Retención (frenando a los estudiantes)", "Scaffolding": "Andamiaje", "School choice programs": "Programas de elección de escuela", "School climate": "Clima escolar", "School size (600-900 students at secondary)": "Tamaño de la escuela (600-900 estudiantes en secundaria)", "Science programs": "Programas de ciencias", "Second/third chance programs": "Programas de segunda / tercera oportunidad", "Self-efficacy": "Autoeficacia", "Self-regulation strategies": "Estrategias de autorregulación", "Self-reported grades": "Calificaciones autoinformadas", "Self-verbalization and self-questioning": "Auto verbalización y auto cuestionamiento", "Sentence combining programs": "Programas de combinación de oraciones", "Service learning": "Aprendizaje servicio", "Setting standards for self-judgement": "Establecer estándares para auto-evaluación", "Single-sex schools": "Escuelas de un solo sexo", "Small group learning": "Aprendizaje en grupos pequeños.", "Social skills programs": "Programas de habilidades sociales", "Socio-economic status": "Estatus socioeconómico", "Spaced vs mass practice": "Espaciado versus práctica masiva", "Spelling programs": "Programas de ortografía", "Stereotype threat": "La amenaza del estereotipo", "Strategy monitoring": "Seguimiento de la estrategia", "Strategy to integrate with prior knowledge": "Estrategia para integrar con conocimiento previo", "Strong classroom cohesion": "Fuerte cohesión en el aula", "Student control over learning": "Control de los estudiantes sobre el aprendizaje.", "Student personality attributes": "Atributos de la personalidad del estudiante", "Student rating of quality of teaching": "Calificación de los estudiantes sobre la calidad de la enseñanza", "Student support programs – college": "Programas de apoyo estudiantil - universidad", "Student-centered teaching": "Enseñanza centrada en el alumno", "Students feeling disliked": "Estudiantes que no se sienten queridos / aceptados", "Study skills": "Habilidades de estudio", "Summarization": "Resumir", "Summer school": "Escuela de Verano", "Summer vacation effect": "Efecto vacaciones de verano", "Surface motivation and approach": "Motivación y enfoque superficial ", "Suspension/expelling students": "Suspensión / expulsión de estudiantes", "Tactile stimulation programs": "Programas de estimulación táctil", "Teacher clarity": "Claridad del profesor", "Teacher credibility": "Credibilidad del profesor", "Teacher estimates of achievement": "Expectativa docente del logro académico de los estudiantes", "Teacher expectations": "Expectativas del profesor", "Teacher performance pay": "Pago por desempeño docente", "Teacher personality attributes": "Atributos de personalidad docente", "Teacher subject matter knowledge": "Conocimiento de la materia del profesor", "Teacher verbal ability": "Habilidad verbal del profesor", "Teacher-student relationships": "Relaciones profesor-alumno", "Teachers not labeling students": "Los maestros no etiquetan a los estudiantes.", "Teaching communication skills and strategies": "Enseñar habilidades y estrategias de comunicación.", "Teaching creative thinking": "Enseñar pensamiento creativo", "Teaching test taking and coaching": "Enseñanza y entrenamiento para dar exámenes", "Technology in distance education": "Tecnología en educación a distancia.", "Technology in mathematics": "Tecnologia en matematicas", "Technology in other subjects": "Tecnología en otras materias.", "Technology in reading/literacy": "Tecnología en lectura / alfabetización", "Technology in science": "Tecnología en ciencia", "Technology in small groups": "Tecnología en pequeños grupos.", "Technology in writing": "Tecnología en escritura", "Technology with college students": "Tecnología con estudiantes universitarios.", "Technology with elementary students": "Tecnología con estudiantes de primaria.", "Technology with high school students": "Tecnología con estudiantes de secundaria", "Technology with learning needs students": "Tecnología aplicada a estudiantes con necesidades especiales de aprendizaje", "Television": "Televisión", "Time on task": "Tiempo en la tarea", "Tracking/streaming": "Agrupar estudiantes según habilidades", "Transfer strategies": "Estrategias de transferencia", "Underlining and highlighting": "Subrayado y resaltado", "Use of calculators": "Uso de calculadoras", "Use of PowerPoint": "Uso de PowerPoint", "Visual-perception programs": "Programas de percepción visual.", "Visual/audio-visual methods": "Métodos visuales / audiovisuales", "Vocabulary programs": "Programas de vocabulario", "Volunteer tutors": "Tutores voluntarios", "Web-based learning": "Aprendizaje basado en la web", "Whole language approach": "Enfoque de lenguaje holístico", "Whole-school improvement programs": "Programas de mejoramiento de toda la escuela.", "Within class grouping": "Crear grupos al interior de la clase", "Worked examples": "Ejemplos trabajados", "Working memory strength": "Reforzar memoria de trabajo", "Writing programs": "Programas de escritura" } })31:T63b8, data = d3.tsvParse(`Rank Influence Effect size d (Dec 2017) Effect size d (Aug 2017) Subdomain Domain Area 1 Collective teacher efficacy 1.57 1.57 Leadership SCHOOL SCHOOL 2 Self-reported grades 1.33 1.33 Prior knowledge and background STUDENT STUDENT 3 Teacher estimates of achievement 1.29 1.62 Teacher attributes TEACHER TEACHER 4 Cognitive task analysis 1.29 1.29 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 5 Response to intervention 1.29 1.29 Strategies emphasizing feedback TEACHING: Focus on teaching/instructional strategies TEACHING 6 Piagetian programs 1.28 1.28 Prior knowledge and background STUDENT STUDENT 7 Jigsaw method 1.2 1.2 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 8 Conceptual change programs 0.99 0.99 Other curricula programs CURRICULA CURRICULA 9 Prior ability 0.94 0.94 Prior knowledge and background STUDENT STUDENT 10 Strategy to integrate with prior knowledge 0.93 0.93 Learning strategies TEACHING: Focus on student learning strategies TEACHING 11 Self-efficacy 0.92 0.92 Beliefs, attitudes and dispositions STUDENT STUDENT 12 Teacher credibility 0.9 0.9 Teacher attributes TEACHER TEACHER 13 Micro-teaching/video review of lessons 0.88 0.88 Teacher education TEACHER TEACHER 14 Transfer strategies 0.86 0.86 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 15 Classroom discussion 0.82 0.82 Strategies emphasizing feedback TEACHING: Focus on teaching/instructional strategies TEACHING 16 Scaffolding 0.82 0.82 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 17 Deliberate practice 0.79 0.82 Learning strategies TEACHING: Focus on student learning strategies TEACHING 18 Summarization 0.79 0.79 Learning strategies TEACHING: Focus on student learning strategies TEACHING 19 Effort 0.77 0.79 Learning strategies TEACHING: Focus on student learning strategies TEACHING 20 Interventions for students with learning needs 0.77 0.77 Implementations that emphasize school-wide teaching strategies TEACHING: Focus on implementation method TEACHING 21 Mnemonics 0.76 0.77 Learning strategies TEACHING: Focus on student learning strategies TEACHING 22 Planning and prediction 0.76 0.76 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 23 Repeated reading programs 0.75 0.76 Reading, writing and the arts CURRICULA CURRICULA 24 Teacher clarity 0.75 0.75 Teacher attributes TEACHER TEACHER 25 Elaboration and organization 0.75 0.75 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 26 Evaluation and reflection 0.75 0.75 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 27 Reciprocal teaching 0.74 0.75 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 28 Rehearsal and memorization 0.73 0.74 Learning strategies TEACHING: Focus on student learning strategies TEACHING 29 Comprehensive instructional programs for teachers 0.72 0.73 Reading, writing and the arts CURRICULA CURRICULA 30 Help seeking 0.72 0.83 & 0.60 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 31 Phonics instruction 0.7 0.7 Reading, writing and the arts CURRICULA CURRICULA 32 Feedback 0.7 0.7 Strategies emphasizing feedback TEACHING: Focus on teaching/instructional strategies TEACHING 33 Deep motivation and approach 0.69 0.69 Motivational approach, orientation STUDENT STUDENT 34 Field independence 0.68 0.68 Prior knowledge and background STUDENT STUDENT 35 Acceleration programs 0.68 0.68 School curricula for gifted students CLASSROOM CLASSROOM 36 Learning goals vs no goals 0.68 0.68 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 37 Problem-solving teaching 0.68 0.68 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 38 Outlining and transforming 0.66 0.66 Learning strategies TEACHING: Focus on student learning strategies TEACHING 39 Concept mapping 0.64 0.64 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 40 Vocabulary programs 0.62 0.62 Reading, writing and the arts CURRICULA CURRICULA 41 Creativity programs 0.62 0.62 Other curricula programs CURRICULA CURRICULA 42 Behavioral intervention programs 0.62 0.62 Classroom influences CLASSROOM CLASSROOM 43 Setting standards for self-judgement 0.62 0.62 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 44 Teachers not labeling students 0.61 0.61 Teacher-student interactions TEACHER TEACHER 45 Relations of high school to university achievement 0.6 0.6 Prior knowledge and background STUDENT STUDENT 46 Meta-cognitive strategies 0.6 0.6 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 47 Spaced vs mass practice 0.6 0.6 Learning strategies TEACHING: Focus on student learning strategies TEACHING 48 Direct instruction 0.6 0.6 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 49 Mathematics programs 0.59 0.59 Math and sciences CURRICULA CURRICULA 50 Appropriately challenging goals 0.59 0.59 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 51 Spelling programs 0.58 0.58 Reading, writing and the arts CURRICULA CURRICULA 52 Tactile stimulation programs 0.58 0.58 Other curricula programs CURRICULA CURRICULA 53 Strategy monitoring 0.58 0.58 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 54 Service learning 0.58 0.58 Implementations using out-of-school learning TEACHING: Focus on implementation method TEACHING 55 Working memory strength 0.57 0.57 Prior knowledge and background STUDENT STUDENT 56 Full compared to pre-term/low birth weight 0.57 0.57 Physical influences STUDENT STUDENT 57 Mastery learning 0.57 0.57 Strategies emphasizing success criteria TEACHING: Focus on teaching/instructional strategies TEACHING 58 Explicit teaching strategies 0.57 0.57 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 59 Technology with learning needs students 0.57 0.57 Implementations using technologies TEACHING: Focus on implementation method TEACHING 60 Concentration/persistence/ engagement 0.56 0.56 Beliefs, attitudes and dispositions STUDENT STUDENT 61 Prior achievement 0.55 0.55 Prior knowledge and background STUDENT STUDENT 62 Visual-perception programs 0.55 0.55 Reading, writing and the arts CURRICULA CURRICULA 63 Self-verbalization and self-questioning 0.55 0.55 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 64 Cooperative vs individualistic learning 0.55 0.55 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 65 Technology in other subjects 0.55 0.55 Implementations using technologies TEACHING: Focus on implementation method TEACHING 66 Practice testing 0.54 0.54 Learning strategies TEACHING: Focus on student learning strategies TEACHING 67 Interactive video methods 0.54 0.54 Implementations using technologies TEACHING: Focus on implementation method TEACHING 68 Second/third chance programs 0.53 0.53 Reading, writing and the arts CURRICULA CURRICULA 69 Enrichment programs 0.53 0.53 School curricula for gifted students CLASSROOM CLASSROOM 70 Positive peer influences 0.53 0.53 Classroom influences CLASSROOM CLASSROOM 71 Peer tutoring 0.53 0.53 Strategies emphasizing student perspectives in learning TEACHING: Focus on student learning strategies TEACHING 72 Cooperative vs competitive learning 0.53 0.53 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 73 Positive family/home dynamics 0.52 0.52 Home environment HOME HOME 74 Socio-economic status 0.52 0.52 Family resources HOME HOME 75 Teacher-student relationships 0.52 0.52 Teacher-student interactions TEACHER TEACHER 76 Self-regulation strategies 0.52 0.52 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 77 Record keeping 0.52 0.52 Learning strategies TEACHING: Focus on student learning strategies TEACHING 78 Play programs 0.5 Other curricula programs CURRICULA CURRICULA 79 Parental involvement 0.5 0.5 Home environment HOME HOME 80 Student rating of quality of teaching 0.5 0.5 Teacher-student interactions TEACHER TEACHER 81 Note taking 0.5 0.5 Learning strategies TEACHING: Focus on student learning strategies TEACHING 82 Underlining and highlighting 0.5 0.5 Learning strategies TEACHING: Focus on student learning strategies TEACHING 83 Time on task 0.49 0.49 Learning strategies TEACHING: Focus on student learning strategies TEACHING 84 Science programs 0.48 0.48 Math and sciences CURRICULA CURRICULA 85 Generalized school effects 0.48 0.48 Other school factors SCHOOL SCHOOL 86 Clear goal intentions 0.48 0.48 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 87 Providing formative evaluation 0.48 0.48 Strategies emphasizing feedback TEACHING: Focus on teaching/instructional strategies TEACHING 88 Questioning 0.48 0.48 Strategies emphasizing feedback TEACHING: Focus on teaching/instructional strategies TEACHING 89 Intelligent tutoring systems 0.48 0.48 Implementations using technologies TEACHING: Focus on implementation method TEACHING 90 Comprehension programs 0.47 0.47 Reading, writing and the arts CURRICULA CURRICULA 91 Integrated curricula programs 0.47 0.47 Other curricula programs CURRICULA CURRICULA 92 Small group learning 0.47 0.47 Classroom composition effects CLASSROOM CLASSROOM 93 Information communications technology (ICT) 0.47 0.47 Implementations using technologies TEACHING: Focus on implementation method TEACHING 94 Perceived task value 0.46 0.46 Beliefs, attitudes and dispositions STUDENT STUDENT 95 Study skills 0.46 0.46 Learning strategies TEACHING: Focus on student learning strategies TEACHING 96 Relative age within a class 0.45 0.45 Physical influences STUDENT STUDENT 97 Writing programs 0.45 0.45 Reading, writing and the arts CURRICULA CURRICULA 98 Imagery 0.45 0.45 Learning strategies TEACHING: Focus on student learning strategies TEACHING 99 Achieving motivation and approach 0.44 0.44 Motivational approach, orientation STUDENT STUDENT 100 Early years’ interventions 0.44 0.44+0.29+0.27 Home environment HOME HOME 101 Strong classroom cohesion 0.44 0.44 Classroom influences CLASSROOM CLASSROOM 102 Inductive teaching 0.44 0.44 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 103 Technology with elementary students 0.44 0.44 Implementations using technologies TEACHING: Focus on implementation method TEACHING 104 Exposure to reading 0.43 0.43 Reading, writing and the arts CURRICULA CURRICULA 105 Outdoor/adventure programs 0.43 0.43 Other curricula programs CURRICULA CURRICULA 106 School size (600-900 students at secondary) 0.43 0.43 School compositional effects SCHOOL SCHOOL 107 Teacher expectations 0.43 0.43 Teacher attributes TEACHER TEACHER 108 Philosophy in schools 0.43 0.43 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 109 Teaching communication skills and strategies 0.43 0.43 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 110 Motivation 0.42 0.42 Motivational approach, orientation STUDENT STUDENT 111 Reducing anxiety 0.42 0.42 Motivational approach, orientation STUDENT STUDENT 112 Elaborative interrogation 0.42 0.42 Strategies emphasizing student meta-cognitive/ self-regulated learning TEACHING: Focus on student learning strategies TEACHING 113 Behavioral organizers 0.42 0.42 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 114 Technology in writing 0.42 0.42 Implementations using technologies TEACHING: Focus on implementation method TEACHING 115 Technology with college students 0.42 0.42 Implementations using technologies TEACHING: Focus on implementation method TEACHING 116 Positive self-concept 0.41 0.41 Beliefs, attitudes and dispositions STUDENT STUDENT 117 Professional development programs 0.41 0.41 Teacher education TEACHER TEACHER 118 Relating creativity to achievement 0.4 0.4 Prior knowledge and background STUDENT STUDENT 119 Goal commitment 0.4 0.4 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 120 Cooperative learning 0.4 0.4 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 121 Inquiry-based teaching 0.4 0.4 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 122 After-school programs 0.4 0.4 Implementations using out-of-school learning TEACHING: Focus on implementation method TEACHING 123 Social skills programs 0.39 0.39 Other curricula programs CURRICULA CURRICULA 124 Relations of high school achievement to career performance 0.38 0.38 Prior knowledge and background STUDENT STUDENT 125 Drama/arts programs 0.38 0.38 Reading, writing and the arts CURRICULA CURRICULA 126 Career interventions 0.38 0.38 Other curricula programs CURRICULA CURRICULA 127 Music programs 0.37 0.37 Reading, writing and the arts CURRICULA CURRICULA 128 Worked examples 0.37 0.37 Strategies emphasizing success criteria TEACHING: Focus on teaching/instructional strategies TEACHING 129 Mobile phones 0.37 0.37 Implementations using technologies TEACHING: Focus on implementation method TEACHING 130 Bilingual programs 0.36 0.36 Other curricula programs CURRICULA CURRICULA 131 Student-centered teaching 0.36 0.36 Student-focused interventions TEACHING: Focus on student learning strategies TEACHING 132 Attitude to content domains 0.35 0.35 Beliefs, attitudes and dispositions STUDENT STUDENT 133 Counseling effects 0.35 0.35 Other school factors SCHOOL SCHOOL 134 Classroom management 0.35 0.35 Classroom influences CLASSROOM CLASSROOM 135 Gaming/simulations 0.35 0.35 Implementations using technologies TEACHING: Focus on implementation method TEACHING 136 Chess instruction 0.34 0.34 Other curricula programs CURRICULA CURRICULA 137 Motivation/character programs 0.34 0.34 Other curricula programs CURRICULA CURRICULA 138 Decreasing disruptive behavior 0.34 0.34 Classroom influences CLASSROOM CLASSROOM 139 Collaborative learning 0.34 0.34 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 140 Teaching creative thinking 0.34 0.34 Implementations that emphasize school-wide teaching strategies TEACHING: Focus on implementation method TEACHING 141 Stereotype threat 0.33 0.33 Beliefs, attitudes and dispositions STUDENT STUDENT 142 Technology in mathematics 0.33 0.33 Implementations using technologies TEACHING: Focus on implementation method TEACHING 143 ADHD – treatment with drugs 0.32 0.32 Physical influences STUDENT STUDENT 144 Principals/school leaders 0.32 0.32 Leadership SCHOOL SCHOOL 145 School climate 0.32 0.32 Leadership SCHOOL SCHOOL 146 Average teacher effects 0.32 0.32 Teacher attributes TEACHER TEACHER 147 Adjunct aids 0.32 0.32 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 148 External accountability systems 0.31 0.31 School resourcing SCHOOL SCHOOL 149 Matching style of learning 0.31 0.31 Student-focused interventions TEACHING: Focus on student learning strategies TEACHING 150 Manipulative materials on math 0.3 0.3 Math and sciences CURRICULA CURRICULA 151 Ability grouping for gifted students 0.3 0.3 School curricula for gifted students CLASSROOM CLASSROOM 152 Teaching test taking and coaching 0.3 0.3 Learning strategies TEACHING: Focus on student learning strategies TEACHING 153 Technology with high school students 0.3 0.3 Implementations using technologies TEACHING: Focus on implementation method TEACHING 154 Mindfulness 0.29 0.29 Beliefs, attitudes and dispositions STUDENT STUDENT 155 Home visiting 0.29 0.29 Home environment HOME HOME 156 Cognitive behavioral programs 0.29 0.29 Classroom influences CLASSROOM CLASSROOM 157 Online and digital tools 0.29 0.29 Implementations using technologies TEACHING: Focus on implementation method TEACHING 158 Technology in reading/literacy 0.29 0.29 Implementations using technologies TEACHING: Focus on implementation method TEACHING 159 Homework 0.29 0.29 Implementations using out-of-school learning TEACHING: Focus on implementation method TEACHING 160 Desegregation 0.28 0.28 School compositional effects SCHOOL SCHOOL 161 Pre-school programs 0.28 0.26 Other school factors SCHOOL SCHOOL 162 Whole-school improvement programs 0.28 0.28 Implementations that emphasize school-wide teaching strategies TEACHING: Focus on implementation method TEACHING 163 Use of calculators 0.27 0.27 Math and sciences CURRICULA CURRICULA 164 Mainstreaming/inclusion 0.27 0.27 Classroom composition effects CLASSROOM CLASSROOM 165 Student personality attributes 0.26 0.26 Beliefs, attitudes and dispositions STUDENT STUDENT 166 Exercise/relaxation 0.26 0.26 Physical influences STUDENT STUDENT 167 Lack of illness 0.26 0.26 Physical influences STUDENT STUDENT 168 Out-of-school curricula experiences 0.26 0.26 School compositional effects SCHOOL SCHOOL 169 Volunteer tutors 0.26 0.26 Strategies emphasizing student perspectives in learning TEACHING: Focus on student learning strategies TEACHING 170 Problem-based learning 0.26 0.26 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 171 Use of PowerPoint 0.26 0.26 Implementations using technologies TEACHING: Focus on implementation method TEACHING 172 Grit/incremental vs entity thinking 0.25 0.25 Beliefs, attitudes and dispositions STUDENT STUDENT 173 Adopted vs non-adopted care 0.25 0.25 Family structure HOME HOME 174 Religious schools 0.24 0.24 Types of school SCHOOL SCHOOL 175 Competitive vs individualistic learning 0.24 0.24 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 176 Intact (two-parent) families 0.23 0.23 Family structure HOME HOME 177 Summer school 0.23 0.23 Types of school SCHOOL SCHOOL 178 Teacher personality attributes 0.23 0.23 Teacher attributes TEACHER TEACHER 179 Individualized instruction 0.23 0.23 Student-focused interventions TEACHING: Focus on student learning strategies TEACHING 180 Programmed instruction 0.23 0.23 Implementations using technologies TEACHING: Focus on implementation method TEACHING 181 Technology in science 0.23 0.23 Implementations using technologies TEACHING: Focus on implementation method TEACHING 182 Teacher verbal ability 0.22 0.22 Teacher attributes TEACHER TEACHER 183 Clickers 0.22 0.22 Implementations using technologies TEACHING: Focus on implementation method TEACHING 184 Visual/audio-visual methods 0.22 0.22 Implementations using technologies TEACHING: Focus on implementation method TEACHING 185 Finances 0.21 0.21 School resourcing SCHOOL SCHOOL 186 Reducing class size 0.21 0.21 Classroom composition effects CLASSROOM CLASSROOM 187 Interleaved practice 0.21 0.21 Learning strategies TEACHING: Focus on student learning strategies TEACHING 188 Discovery-based teaching 0.21 0.21 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 189 Technology in small groups 0.21 0.21 Implementations using technologies TEACHING: Focus on implementation method TEACHING 190 Student support programs – college 0.21 0.21 Implementations that emphasize school-wide teaching strategies TEACHING: Focus on implementation method TEACHING 191 Extra-curricula programs 0.2 0.2 Other curricula programs CURRICULA CURRICULA 192 Engaged vs disengaged fathers 0.2 0.2 Family structure HOME HOME 193 Aptitude/treatment interactions 0.19 0.19 Student-focused interventions TEACHING: Focus on student learning strategies TEACHING 194 Learning hierarchies-based approach 0.19 0.19 Strategies emphasizing learning intentions TEACHING: Focus on teaching/instructional strategies TEACHING 195 Co- or team teaching 0.19 0.19 Implementations that emphasize school-wide teaching strategies TEACHING: Focus on implementation method TEACHING 196 Within class grouping 0.18 0.18 Classroom composition effects CLASSROOM CLASSROOM 197 Web-based learning 0.18 0.18 Implementations using technologies TEACHING: Focus on implementation method TEACHING 198 Lack of stress 0.17 0.17 Motivational approach, orientation STUDENT STUDENT 199 Other family structure 0.16 0.16 Family structure HOME HOME 200 One-on-one laptops 0.16 0.16 Implementations using technologies TEACHING: Focus on implementation method TEACHING 201 Home-school programs 0.16 0.16 Implementations using out-of-school learning TEACHING: Focus on implementation method TEACHING 202 Sentence combining programs 0.15 0.15 Reading, writing and the arts CURRICULA CURRICULA 203 Parental autonomy support 0.15 0.15 Home environment HOME HOME 204 Distance education 0.13 0.13 Implementations using out-of-school learning TEACHING: Focus on implementation method TEACHING 205 Morning vs evening 0.12 0.12 Beliefs, attitudes and dispositions STUDENT STUDENT 206 Positive ethnic self-identity 0.12 0.12 Beliefs, attitudes and dispositions STUDENT STUDENT 207 Juvenile delinquent programs 0.12 0.12 Other curricula programs CURRICULA CURRICULA 208 School choice programs 0.12 0.12 School compositional effects SCHOOL SCHOOL 209 Tracking/streaming 0.12 0.12 Classroom composition effects CLASSROOM CLASSROOM 210 Mentoring 0.12 0.12 Classroom influences CLASSROOM CLASSROOM 211 Initial teacher training programs 0.12 0.12 Teacher education TEACHER TEACHER 212 Different types of testing 0.12 0.12 Strategies emphasizing feedback TEACHING: Focus on teaching/instructional strategies TEACHING 213 Teacher subject matter knowledge 0.11 0.11 Teacher education TEACHER TEACHER 214 Diverse student body 0.1 0.1 School compositional effects SCHOOL SCHOOL 215 Background music 0.1 0.1 Classroom influences CLASSROOM CLASSROOM 216 Diversity courses 0.09 0.09 Other curricula programs CURRICULA CURRICULA 217 Charter schools 0.09 0.09 Types of school SCHOOL SCHOOL 218 Modifying school calendars/timetables 0.09 0.09 Other school factors SCHOOL SCHOOL 219 Detracking 0.09 0.09 Classroom composition effects CLASSROOM CLASSROOM 220 Gender on achievement 0.08 0.08 Physical influences STUDENT STUDENT 221 Perceptual-motor programs 0.08 0.08 Other curricula programs CURRICULA CURRICULA 222 Single-sex schools 0.08 0.08 Types of school SCHOOL SCHOOL 223 Middle schools’ interventions 0.08 0.08 School compositional effects SCHOOL SCHOOL 224 Mastery goals 0.06 0.06 Motivational approach, orientation STUDENT STUDENT 225 Whole language approach 0.06 0.06 Reading, writing and the arts CURRICULA CURRICULA 226 College halls of residence 0.05 0.05 School compositional effects SCHOOL SCHOOL 227 Teacher performance pay 0.05 0.05 Teacher attributes TEACHER TEACHER 228 Breastfeeding 0.04 0.04 Physical influences STUDENT STUDENT 229 Multi-grade/age classes 0.04 0.04 Classroom composition effects CLASSROOM CLASSROOM 230 Humor 0.04 0.04 Teaching/instructional strategies TEACHING: Focus on teaching/instructional strategies TEACHING 231 Parental employment 0.03 0.03 Family resources HOME HOME 232 Student control over learning 0.02 0.02 Student-focused interventions TEACHING: Focus on student learning strategies TEACHING 233 Non-immigrant background 0.01 0.01 Family resources HOME HOME 234 Open vs traditional classrooms 0.01 0.01 Classroom composition effects CLASSROOM CLASSROOM 235 Technology in distance education 0.01 0.01 Implementations using technologies TEACHING: Focus on implementation method TEACHING 236 Performance goals -0.01 -0.01 Motivational approach, orientation STUDENT STUDENT 237 Summer vacation effect -0.02 -0.02 Types of school SCHOOL SCHOOL 238 Lack of sleep -0.05 -0.05 Physical influences STUDENT STUDENT 239 Surface motivation and approach -0.11 -0.11 Motivational approach, orientation STUDENT STUDENT 240 Family on welfare/state aid -0.12 -0.12 Family resources HOME HOME 241 Parental military deployment -0.16 -0.16 Home environment HOME HOME 242 Television -0.18 -0.18 Home environment HOME HOME 243 Students feeling disliked -0.19 -0.19 Classroom influences CLASSROOM CLASSROOM 244 Suspension/expelling students -0.2 -0.2 Other school factors SCHOOL SCHOOL 245 Non-standard dialect use -0.29 -0.29 Prior knowledge and background STUDENT STUDENT 246 Retention (holding students back) -0.32 -0.32 Classroom composition effects CLASSROOM CLASSROOM 247 Corporal punishment in the home -0.33 -0.33 Home environment HOME HOME 248 Moving between schools -0.34 -0.34 Home environment HOME HOME 249 Depression -0.36 -0.36 Motivational approach, orientation STUDENT STUDENT 250 Boredom -0.49 -0.49 Motivational approach, orientation STUDENT STUDENT 251 Deafness -0.61 -0.61 Physical influences STUDENT STUDENT 252 ADHD -0.9 -0.9 Physical influences STUDENT STUDENT`)32:[] 2d:{"id":"c447fde0d6f4b3de","slug":"que-funciona-mejor-en-educacion","title":"¿Qué funciona mejor en educación?","thumbnail":"095f8aa6f08046febfbb847a73e1353313e33d4a1a2b4b89951269bb92c240a5","access_level":"public","create_time":"$D2019-08-24T14:42:43.122Z","update_time":"$D2022-03-29T10:24:27.451Z","view_time":null,"first_public_time":"$D2019-08-26T16:59:58.460Z","has_unpublished_edits":null,"fork":false,"stars":1,"starred":false,"owner":{"type":"team","id":"0843f5dc42ca68a0","login":"elaval","name":"Ernesto Laval","avatar_url":"https://avatars-next.observableusercontent.com/089f0414fc9025dadb05cc06d7a406bc9be10093187c46729cb4ba3a4098dc30","tier":"starter_2024"},"version":577,"publish_version":577,"role":null,"authored":false,"authors":[{"type":"individual","id":"e04cd7b5f4351ae9","login":"elaval","name":"Ernesto Laval","avatar_url":"https://avatars-next.observableusercontent.com/089f0414fc9025dadb05cc06d7a406bc9be10093187c46729cb4ba3a4098dc30","tier":null}],"members":[{"type":"individual","id":"e04cd7b5f4351ae9","login":"elaval","name":"Ernesto Laval","avatar_url":"https://avatars-next.observableusercontent.com/089f0414fc9025dadb05cc06d7a406bc9be10093187c46729cb4ba3a4098dc30","tier":null,"role":"editor"}],"comments":[],"custom_thumbnail":false,"trashed":false,"lapsed":null,"subscribed":null,"forks":0,"collection":null,"type":"notebook","body":{"title":"¿Qué funciona mejor en educación?","cells":[{"id":0,"value":"md`# ¿Qué funciona mejor en educación?`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":562,"value":"md`Comparación del tamaño del efecto de más de 250 factores que pueden impactar el desempeño de los estudiamntes`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":396,"value":"md`Fuente: [visible-learning.org](https://visible-learning.org)`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":409,"value":"html`El investigador John Hattie de la Universidad de Malbourne, lleva décadas trabajando en un estudio que sintetiza más de 1600 meta-analisis realizados a miles de investigaciones sobre factores que afectan el desempeño de los estudiantes. El estudio mira un amplio espectro de factores asociados al hogar, familias, características propias del estudiante, profesores, directores, aspectos financieros, políticas, estrategias de enseñanza, etc.
\nSu intención es ir más allá de la pregunta tradicional sobre \"¿Qué funciona en educación?\", porque según él, más de un 90% de lo que uno haga en educación va a tener algún efecto positivo.
\nLa pregunta que él quiere responder es \"¿Qué funciona mejor?\", cuales son las influencias que hacen la mayor diferencia en la vida de los estudiantes.
\n\n` ","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":417,"value":"html`En esta página se presentan los resultados de más de 250 factores identificados por Hattie, con su respectivo \"tamaño del efecto\"
\n\nEl tamaño del efecto es una medida estadística (d de Cohen) que permite cuantificar la diferencia entre 2 grupos, en este contexto es una medida que permite determinar la eficacia y comparar el impacto que tienen intervenciones o prácticas en educación (Chirs Balow).\n\n`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":426,"value":"html`Hattie divide las distintos factores en 4 segmentos según el tamaño de su efecto. Algunos factores no aportan mucho por sobre lo que se hace típicamente en educación. El sugiere que debieramos concentrarnos en los factores que hacen una diferencia sustantiva (aquellos con tamaño de efecto d > 0.4):\n

`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":439,"value":"html`

Consulta el tamaño de efecto para ${data.length} factores

`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":318,"value":"viewof targetInfluence = {\n const groups = _.chain(data)\n .groupBy(d => d.Domain)\n .map((items,domain) => ({\"label\": `${domain} / ${i18n.t(domain)}`, \"options\": _.chain(items).map((e) => ({\n \"label\": `${e.Influence} / ${i18n.t(e.Influence)}`, \n \"value\":e.Influence})).sortBy(d => d.label).value()\n }))\n .sortBy(d => d.label)\n .value();\n debugger;\n \n //.map((d, key) => ({label:`${d.nombre}, ${d.comuna}`, value:key})).sortBy(d => d.label).value()\n\n return groupedSelect({\n title: \"Factor / Influencia\",\n description: \"Seleccione una incluencia para destacarla en el gráfico.\",\n groups: groups,\n value: _.sample(data).Influence\n })\n}","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":12,"value":"el = html`\n\n\nAutor de la visualización: Ernesto Laval (@elaval)
\nAutor del estudio: John Hattie (University of Melbourne)
\nFuente de datos: Visible Learning (https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement)\n\n

`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":454,"value":"html`El mayor efecto está asociado a Eficacia docente colectiva: \n

\"Collective Teacher Efficacy is the collective belief of teachers in their ability to positively affect students. With an effect size of d=1.57 Collective Teacher Efficacy is strongly correlated with student achievement.\"

\n\n

Eficacia docente colectiva es la creencia colectiva de los profesores en su habilidad de impactar positívamente a los estudiantes. Con un tamaño de efecto de d=1.57, la Eficacia Docente Colectiva está fuertemente relacionada con desempeño escolar\"

\nFuente: https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/\n\n\n\n\n

`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":445,"value":"html`

\nNota: los datos originales están en Inglés y fueron traducidos con el apoyo de herramientas automáticas. Algunos términos pueden no ser la traducción más apropiada al español.
\nAgradezco tu ayuda mejorando la traducción (por favor enviar sugerencias de cambio por twitter a @elaval)\n

\n`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":475,"value":"html``","pinned":true,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":167,"value":"style = html``","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":391,"value":"md`### Visualización`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":25,"value":"vis.render(data)","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":20,"value":"vis = new VisHattie(el)","pinned":true,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":16,"value":"$2f","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":387,"value":"md`### Data`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":227,"value":"lang = \"es\"","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":223,"value":"$30","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":2,"value":"$31","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":277,"value":"md`### Libraries`","pinned":false,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":449,"value":"style_bootstrap","pinned":true,"hidden":false,"mode":"ojs","author":"$undefined","summary":"$undefined","output":"$undefined","database":"$undefined"},{"id":276,"value":"wordwrap = function(long_string, max_char){\n\n var sum_length_of_words = function(word_array){\n var out = 0;\n if (word_array.length!=0){\n for (var i=0; i max_char){\n split_out = split_out.concat([[]]);\n }\n \n split_out[split_out.length-1] = split_out[split_out.length-1].concat(word);\n }\n \n for (var i=0; i