Broadening without Intensification: The Added Value of the European Social and Sectoral Dialogue

The framework of the European social dialogue (ESD) has enabled interest organizations at the European level to conclude agreements on a wide range of social policy issues. This applies both at the inter-sectoral level and within the various sectors, and has led in the last few decades to the creation of a large number of joint texts. This article addresses the issue of the added value of these results for the parties concluding them. It is argued that the ESD does not constitute a system of industrial relations at the European level, but serves as an alternative lobbying channel for the social partners involved

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

This systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance. Between- or within-class homogeneous ability grouping had a small negative effect on low-ability students, but no effect on others. The finding that computer technology can be a useful tool to facilitate differentiated instruction is not covered in earlier reviews. Moreover, our findings emphasize that homogeneous ability grouping alone is not enough to guarantee differentiated instruction. This stresses the importance of embedding differentiation practices in a broader educational context

Long-Term Effects of Metacognitive Strategy Instruction on Student Academic Performance:A Meta-Analysis

Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges’ g = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cognitive, management, or motivational) did not moderate the overall positive long-term effect of metacognitive strategy instructions. Particular attributes of the intervention –subject domain, measurement instrument, duration, time between posttest and follow-up test, and cooperation – neither had an impact on the follow-up effect

Statins and prevention of infections: systematic review and meta-analysis of data from large randomised placebo controlled trials

Objective To evaluate whether the potential of statins to lower the risk of infections as published in observational studies is causal