Displayed to two decimal places.
PERSON · STARLIGHT
Robert Slavin
Recorded name: 罗伯特·斯莱文
Robert E. Slavin was an education researcher and co-designer of programs, studying cooperative learning, early reading, school reform, and evaluation of educational programs.
Original Chinese introduction
罗伯特·E·斯莱文是教育研究者和项目共同设计者，研究合作学习、早期阅读、学校改革与教育方案评估。
Slavin's work links classroom cooperation, early-reading support, and school-level organizational arrangements. Success for All combines group cooperation, regular assessment, tutoring, and family involvement; related research also compares the conditional results of these arrangements across different schools and student groups, rather than treating learning as the product of a single instructional act.
Original Chinese context
斯莱文的工作把课堂合作、早期阅读支持和学校层面的组织方式连在一起。Success for All将小组合作、定期评估、辅导和家庭参与组合起来；相关研究也比较这些安排在不同学校和学生群体中的条件化结果，而非把学习视作单一教学动作的产物。
Introduction sources
- Johns Hopkins University CSOS: Impact ↗Original Chinese label · 约翰斯·霍普金斯大学 CSOS：Impact
- Success for All Foundation：Research Base ↗
- Johns Hopkins University CRRE: Best Evidence Encyclopedia ↗Original Chinese label · 约翰斯·霍普金斯大学 CRRE：Best Evidence Encyclopedia
- What Works in Elementary Reading Programs ↗
Derived from the current score.
Contribution groups assessed so far; coverage is still being expanded.
ASSESSMENT SCOPEWhat this score covers
All included contribution titles and notes are available in English. The complete original text remains available in Chinese; both editions use the same scores and source links.
Uncovered contributions and unresolved harms are not treated as zero. This is not a complete assessment of a lifetime.
Original scope note
This research record currently includes 3 outcomes within a limited scope; M and attribution shares are revisable judgments. Uncovered content and negative effects not yet clarified are not treated as zero; specific gaps appear in the item-by-item explanations.
Original Chinese scope
本轮当前已列3项有限研究账；M与归功份额为可修订判断。未覆盖内容和未核清的负面作用不按零处理，具体缺口见逐项说明。
CALCULATIONHow the score is calculated
Q = 10^(M/2) − 1; Lᵢ = aᵢ × Qᵢ; L = Σ Lᵢ; S = 2 × log₁₀(1 + L).
M is an outcome’s assessed magnitude and a is the person’s allocated share. A standalone score is only a per-item reference; the attributed light from distinct contributions is what can be combined.
SCORE DETAILS
3 evaluated contributions
M is the assessed magnitude of an outcome; attribution is the person’s share of credit. Attributed light can be added. The standalone score is only a per-item reference and must not be added across rows.
Scroll sideways for scores and attribution.
| Outcome | M | Attribution share | Attributed light | Standalone score | Share of total | Status |
|---|---|---|---|---|---|---|
| 01Best Evidence Synthesis method and open educational evidence encyclopediaBest Evidence Synthesis方法与开放教育证据百科OUT-SL1373-2000S-2020S-BEST-EVIDENCE-SYNTHESIS-ENCYCLOPEDIA · From the 2000s to the present | 5.3 | 28% | 124.791406 | 4.20 | 35.8339% | Provisional estimate · incomplete evidence |
| 02Joint development of the Success for All integrated reading and school-reform modelSuccess for All综合阅读与学校改革模型的共同研发OUT-SL1373-1980S-2010S-SUCCESS-FOR-ALL-CODESIGN-IMPLEMENTATION-MODEL · Since the 1980s | 5.5 | 20% | 112.268265 | 4.11 | 32.2379% | Provisional estimate · incomplete evidence |
| 03Structured cooperative-learning design with David DeVries与David DeVries合作的结构化合作学习设计OUT-SL1373-1970S-1990S-COOPERATIVE-LEARNING-DESIGNS · The 1970s–1980s | 5.2 | 28% | 111.190008 | 4.10 | 31.9282% | Provisional estimate · incomplete evidence |
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NOTES AND SOURCES
Contribution notes and source links
English translations of the included notes appear below, with their Chinese originals available for comparison.
01Best Evidence Synthesis method and open educational evidence encyclopediaBest Evidence Synthesis方法与开放教育证据百科OUT-SL1373-2000S-2020S-BEST-EVIDENCE-SYNTHESIS-ENCYCLOPEDIA
Record yearFrom the 2000s to the present
Original Chinese · record year
2000年代–至今
summaryBest Evidence Synthesis and the Best Evidence Encyclopedia collect, review, and update research evidence on educational programs according to explicit standards, providing schools and researchers with a searchable point of access for comparison. This is evidence synthesis and public indexing independent of Success for All design; its conclusions depend on the scope and quality of the underlying studies and cannot become a guarantee for all schools or students.
Original Chinese · summary
Best Evidence Synthesis与Best Evidence Encyclopedia把教育方案的研究证据按明确标准汇集、评阅和更新，为学校与研究者提供可查的比较入口。它是独立于Success for All设计的证据综合与公共索引工作；其结论取决于原始研究的范围和质量，不能化为对所有学校或学生的保证。
M rationaleThe BEE methods page and Slavin's 2008 methods paper explicitly state inclusion criteria, bias control, effect sizes, and evidence-strength judgments; JHU confirms BEE as an open review of programs across K–12, supporting M5.3 independently of SFA validation. Mixed results and methodological limits remain in the boundaries. The Root adjudication retains M: this is the end-state of a conditional knowledge method, synthesis program, or evidence index, and does not assign all teaching methods, all schools, or student performance to it.
Original Chinese · M rationale
BEE方法页与Slavin 2008方法文明确列出纳入标准、偏差控制、效应量和证据强度判断，JHU确认BEE为跨K–12项目开放综述，支持独立于SFA验证的M5.3。混合结果与方法局限仍进入边界。 Root裁定维持M：这是有条件知识方法、综合方案或证据索引的终态，不把所有教学法、所有学校或学生成绩归入。
attribution rationaleSlavin 0.28; collaborators 0.25; methodological prehistory 0.18; data and schools 0.12; institution 0.08; unresolved 0.09. This final version does not change a: this revision has no new auditable attribution facts.
Original Chinese · attribution rationale
Slavin 0.28；合作者0.25；研究方法前史0.18；数据与学校0.12；机构0.08；未解析0.09。 本终稿不改a：本次修订没有新的可审计归功事实。
overlap boundarySystematic retrieval by Best Evidence Synthesis of educational-program studies, inclusion criteria, interpretation of effect sizes, bias, and implementation conditions, plus the Best Evidence Encyclopedia's open review vehicle; SFA design, individual student outcomes, and value of assessed programs are not duplicated.
Original Chinese · overlap boundary
Best Evidence Synthesis对教育项目研究的系统检索、纳入标准、效应量、偏差与实施条件解释，以及Best Evidence Encyclopedia的开放综述载体；SFA设计、单项学生成绩和被评项目价值不重复。
Evidence gapsIndependent methodological review is needed for its inclusion/exclusion, publication bias, conflicts of interest, cross-review consistency, and comparative performance against traditional meta-analysis.
Original Chinese · evidence gaps
需独立方法审查其纳入排除、发表偏差、利益关系、跨综述一致性及与传统元分析的比较表现。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.28Robert SlavinOriginal Chinese · 罗伯特·斯莱文Person
- 0.25Madden, Cheung, and education-evaluation coauthorsOriginal Chinese · Madden、Cheung及教育评估合著者Team
- 0.18Precursors in meta-analysis, experimental education, and program evaluationOriginal Chinese · 元分析、实验教育与项目评估前驱Predecessor pool
- 0.12Schools, teachers, students, and data teamsOriginal Chinese · 学校、教师、学生与数据团队Team
- 0.08JHU CRRE, Best Evidence Encyclopedia, and publishing institutionsOriginal Chinese · JHU CRRE、Best Evidence Encyclopedia与出版机构Institution
- 0.09Unverified portions of Slavin evaluation research design, data, and attributionOriginal Chinese · 斯莱文评估研究的设计、数据与归属待核部分Unallocated
Source links
- Johns Hopkins University CRRE: Best Evidence Encyclopedia ↗Original Chinese label · 约翰斯·霍普金斯大学 CRRE：Best Evidence Encyclopedia
- What Works in Elementary Reading Programs ↗
02Joint development of the Success for All integrated reading and school-reform modelSuccess for All综合阅读与学校改革模型的共同研发OUT-SL1373-1980S-2010S-SUCCESS-FOR-ALL-CODESIGN-IMPLEMENTATION-MODEL
Record yearSince the 1980s
Original Chinese · record year
1980年代起
summarySuccess for All combines elements such as cooperative learning, staged assessment, one-to-one tutoring, and family involvement into an integrated reading and school-reform model. Nancy Madden, Nancy Karweit, support teams, and implementing schools have explicit joint roles; modules cannot each be duplicate-counted as a complete independent achievement.
Original Chinese · summary
Success for All将合作学习、阶段性评估、一对一辅导和家庭参与等元素组合为综合阅读与学校改革模型。Nancy Madden、Nancy Karweit、支持团队及实施学校拥有明确共同角色；模块不能各自重复计算成完整独立成果。
M rationaleSFA and JHU pages identify three named developers and multiple actual components, supporting M5.5 for an integrated system; CRESPAR also reports that results for English learners are not fully consistent, so M assesses a conditional implementation end-state and does not claim universal effects. The Root adjudication retains M: this is the end-state of a conditional knowledge method, integrated program, or evidence index, and does not assign all teaching methods, all schools, or student performance to it.
Original Chinese · M rationale
SFA与JHU页面给出三位具名研发者和多个实际组件，支持综合系统M5.5；CRESPAR同时报告英语学习者结果不完全一致，故M评价有条件的实现终态，不假称普遍效果。 Root裁定维持M：这是有条件知识方法、综合方案或证据索引的终态，不把所有教学法、所有学校或学生成绩归入。
attribution rationaleSlavin 0.20; Madden 0.18; Karweit 0.13; support team 0.14; implementing schools/families/students 0.18; prehistory 0.08; institution 0.06; unresolved 0.03. This final version does not change a: this revision has no new auditable attribution facts.
Original Chinese · attribution rationale
Slavin 0.20；Madden 0.18；Karweit 0.13；支持团队0.14；实施学校家庭学生0.18；前史0.08；机构0.06；未解析0.03。 本终稿不改a：本次修订没有新的可审计归功事实。
overlap boundaryDesign and implementation support for Success for All combining cooperative learning, quarterly assessment, one-to-one tutoring, and family involvement into an integrated reading/school-reform model; general methods of each component, single-school outcomes, and all later versions are excluded.
Original Chinese · overlap boundary
Success for All把合作学习、季度评估、一对一辅导、家庭参与等组合成综合阅读/学校改革模型的设计与实施支持；各组件一般方法、单校成绩和所有后续版本排除。
Evidence gapsVersion history, independent replication, implementation fidelity, long-term results, and effect distributions for different student groups are needed.
Original Chinese · evidence gaps
需版本史、独立复现、实施忠实度、长期结果和不同学生群体的效应分布。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.2Robert SlavinOriginal Chinese · 罗伯特·斯莱文Person
- 0.18Nancy Madden (Success for All co-developer)Original Chinese · Nancy Madden（Success for All共同研发者）Person
- 0.13Nancy Karweit (early Success for All research collaborator)Original Chinese · Nancy Karweit（Success for All早期研究合作者）Person
- 0.14Success for All design, training, evaluation, and support teamOriginal Chinese · Success for All设计、培训、评估与支持团队Team
- 0.18Implementing schools, teachers, tutors, families, and studentsOriginal Chinese · 实施学校、教师、辅导员、家庭与学生Team
- 0.08Precursors in early literacy, tutoring, school reform, and cooperative learningOriginal Chinese · 早期识字、辅导、学校改革与合作学习前驱Predecessor pool
- 0.06JHU CSOS and Success for All FoundationOriginal Chinese · JHU CSOS与Success for All FoundationInstitution
- 0.03Unverified portions of Success for All co-design, versions, and implementationOriginal Chinese · Success for All共同设计、版本与实施待核部分Unallocated
Source links
- Success for All Foundation ↗
- Johns Hopkins University CSOS ↗Original Chinese label · 约翰斯·霍普金斯大学 CSOS
03Structured cooperative-learning design with David DeVries与David DeVries合作的结构化合作学习设计OUT-SL1373-1970S-1990S-COOPERATIVE-LEARNING-DESIGNS
Record yearThe 1970s–1980s
Original Chinese · record year
1970年代–1980年代
summarySlavin and David DeVries jointly researched structured cooperative learning, including designs such as Teams-Games-Tournaments. It builds on prehistory in educational psychology and peer learning and relies on teachers, curriculum teams, and participating schools; it does not assign all group learning or student outcomes to the two researchers.
Original Chinese · summary
斯莱文与David DeVries合作研究结构化合作学习，包括Teams-Games-Tournaments等设计。它建立在教育心理学和同伴学习前史上，并依赖教师、课程团队和参与学校；不把所有群体学习或学生结果归为两位研究者。
M rationaleJHU explicitly identifies DeVries and Slavin as joint researchers and lists TGT, supporting M5.2 for a bounded instructional-design method; it does not assign all cooperative learning or student outcomes to them. The Root adjudication retains M: this is the end-state of a conditional knowledge method, integrated program, or evidence index, and does not assign all teaching methods, all schools, or student performance to it.
Original Chinese · M rationale
JHU明确DeVries与Slavin共同研究并列举TGT，支持M5.2的有界教学设计方法；不把所有合作学习或学生结果归二人。 Root裁定维持M：这是有条件知识方法、综合方案或证据索引的终态，不把所有教学法、所有学校或学生成绩归入。
attribution rationaleSlavin 0.28; DeVries 0.24; educational prehistory 0.15; research/curriculum team 0.12; schools/teachers/students 0.10; institution 0.06; unresolved 0.05. This final version does not change a: this revision has no new auditable attribution facts.
Original Chinese · attribution rationale
Slavin 0.28；DeVries 0.24；教育前史0.15；研究课程团队0.12；学校师生0.10；机构0.06；未解析0.05。 本终稿不改a：本次修订没有新的可审计归功事实。
overlap boundaryThe cooperative-learning research-design family, including Teams-Games-Tournaments, with explicit structure, team goals, and individual learning responsibility; general group activities, later teacher practice, the SFA integrated school model, and all student outcomes are excluded.
Original Chinese · overlap boundary
Teams-Games-Tournaments等有明确结构、团队目标和个人学习责任的合作学习研究设计族；一般小组活动、后续教师实践、SFA综合学校模型和所有学生成绩排除。
Evidence gapsOriginal experiments and systematic reviews are needed to verify design, samples, comparison groups, heterogeneity, and the DeVries/Slavin division of labor.
Original Chinese · evidence gaps
需原始实验和系统综述核对设计、样本、比较组、异质性和DeVries/Slavin分工。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.28Robert SlavinOriginal Chinese · 罗伯特·斯莱文Person
- 0.24David DeVries (cooperative-learning research collaborator)Original Chinese · David DeVries（合作学习研究合作者）Person
- 0.15Precursors in cooperative/peer learning, group work, and educational psychologyOriginal Chinese · 合作/同伴学习、群体工作与教育心理学前驱Predecessor pool
- 0.12Cooperative-learning researchers, teachers, and curriculum teamsOriginal Chinese · 合作学习研究者、教师与课程团队Team
- 0.1Participating schools, teachers, and studentsOriginal Chinese · 参与学校、教师与学生Team
- 0.06Johns Hopkins CSOS and research institutionsOriginal Chinese · 约翰斯·霍普金斯CSOS与研究机构Institution
- 0.05Unverified portions of cooperative-learning design, trials, and attributionOriginal Chinese · 合作学习设计、试验与归属待核部分Unallocated
Source links
- Johns Hopkins University CSOS ↗Original Chinese label · 约翰斯·霍普金斯大学 CSOS
BOUNDARIES NOT COUNTED
Not included in this score
These subjects are recorded as exclusions and are not silently treated as zero or as part of the included outcomes.
Teaching, organizational management, and policy-advisory services
教学、组织管理和政策咨询服务
Reason Specific curriculum, organizational decisions, or policy-text deliveries are still absent; independent achievements cannot be set from positions and dissemination activities.
Original Chinese reason
尚缺具体课程、组织决策或政策文本交付，不能由职位和传播活动设定独立成果。
Overall effects of all school reform, student performance, or educational technology
所有学校改革、学生成绩或教育技术的总体效果
Reason Current material supports only a bounded research and program chain; effects depend on schools, teachers, families, students, and implementation conditions, and some results are inconsistent.
Original Chinese reason
当前材料只支持有界研究与方案链；效果与学校、教师、家庭、学生和实施条件有关，且部分结果不一致。
Individual student data, diagnostic conclusions, or individualized advice
个人学生数据、诊疗结论或个体化建议
Reason This document records only the scope of public education research; it does not handle private student data or provide clinical or psychotherapeutic advice.
Original Chinese reason
本文件只记录公开教育研究范围，不处理学生私密资料，也不提供临床或心理治疗建议。
Item-by-item conclusions on trial design, samples, effect sizes, and independent replication
试验设计、样本、效应量和独立复现的逐项结论
Reason Individual original studies and systematic reviews are required; current institutional pages are insufficient to support specific causal or generality judgments.
Original Chinese reason
需要逐篇原始研究和系统综述，当前机构页面不足以承载具体因果或普遍性判断。
How to read this score
Scores can change when evidence is reviewed. The method page explains how magnitude, attribution, and included results relate to the displayed score.
Read the method in English →