A meta-analysis of the impact of the implementation of thinking skills approaches on pupils.
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Bibliographic record
Abstract
s and titles screened N = 127 Papers excluded N = 96 Potential includes N = 31 Papers not obtained N = 8 Full document screened N = 23 Meta-analysis Studies included N = 3 Papers excluded N = 20 Full document screened N = 191 Meta-analysis Studies included N = 29 A meta-analysis of the impact of the implementation of thinking skills approaches on pupils 19 3. Identifying and describing studies: results 3.2 Characteristics of the included studies 3.2.1 Country of included studies The studies in the meta-analysis come from a range of countries, with half from the US and UK and a range of other countries represented. Table 3.1: Countries of studies in the in-depth review (N = 29) Country Number of studies 5 Australia 3 Canada 2 Hungary 1 Israel 2 The Netherlands 1 Nigeria 1 Pakistan 1 The Philippines 1 Taiwan 1 South Africa 1 UK 7 5 USA 8 Total (mutually exclusive) 29 3.2.2 Educational setting The studies in the meta-analysis represent a range of educational settings. Table 3.2: Educational setting of studies in the in-depth review (N = 29) Educational setting Number of studies Primary school 9 Secondary school 20 6 Special needs school 2 Total (not mutually exclusive) 31 3.2.3 Curriculum focus of the studies in the in-depth review The majority of the studies in the meta-analysis focus on science, mathematics and aspects of literacy (mainly reading comprehension). 5 Inference for one paper from affiliation of the author of the study. 6 Both Special Needs schools were also secondary schools A meta-analysis of the impact of the implementation of thinking skills approaches on pupils 20 3. Identifying and describing studies: results Table 3.3: Curriculum focus of the in-depth studies (N = 29) Curriculum focus Number of studies Citizenship 1 General/Cross-curricular/Other 7 ICT 1 Literacy – first languages 7 Mathematics 9 Science 9 7 Total (not mutually exclusive) 34
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it