What is he best known for?
The fields of study he is best known for:
- Mathematics education
- Pedagogy
- Statistics
James A. Kulik focuses on Academic achievement, Mathematics education, Meta-analysis, Computer-Assisted Instruction and Teaching method.
His studies deal with areas such as Secondary education and Educational research as well as Academic achievement.
His Mathematics education research includes themes of Control, Cognitive psychology and Certainty.
His Control research integrates issues from Construct, Learning theory, Peer feedback and Action.
His work in the fields of Computer-based instruction overlaps with other areas such as Computer based, Educational program and Short duration.
The Teaching method study combines topics in areas such as Achievement test, Program evaluation and Mastery learning.
His most cited work include:
- The Instructional Effect of Feedback in Test-Like Events (927 citations)
- Educational Outcomes of Tutoring: A Meta-analysis of Findings (910 citations)
- Effectiveness of computer-based instruction: An updated analysis. (818 citations)
What are the main themes of his work throughout his whole career to date?
James A. Kulik mainly investigates Mathematics education, Academic achievement, Meta-analysis, Pedagogy and Teaching method.
His Mathematics education research is multidisciplinary, incorporating elements of Program evaluation and Achievement test.
His study in Academic achievement is interdisciplinary in nature, drawing from both Secondary education, Self-concept, Educational technology and Criterion-referenced test.
His work on Instructional technology and Special education as part of general Pedagogy study is frequently linked to Curriculum development, Dissenting opinion and CITES, therefore connecting diverse disciplines of science.
His work on Individualized instruction, Keller Plan and Teaching and learning center as part of general Teaching method research is frequently linked to Working hours and Legislature, bridging the gap between disciplines.
In the subject of general Computer-Assisted Instruction, his work in Computer-based instruction and Computer based education is often linked to Computer based, thereby combining diverse domains of study.
He most often published in these fields:
- Mathematics education (68.97%)
- Academic achievement (46.55%)
- Meta-analysis (44.83%)
What were the highlights of his more recent work (between 1988-2016)?
- Mathematics education (68.97%)
- Meta-analysis (44.83%)
- Educational research (17.24%)
In recent papers he was focusing on the following fields of study:
His primary scientific interests are in Mathematics education, Meta-analysis, Educational research, Academic achievement and Program evaluation.
His work on Teaching method and Computer-based instruction as part of general Mathematics education research is frequently linked to Short duration, Computer aid and Educational program, bridging the gap between disciplines.
His Teaching method research incorporates elements of Control, Learning theory, Peer feedback and Action.
Meta-analysis combines with fields such as Research methodology, Secondary education, Social science, Chi-square test and Statistical significance in his investigation.
He interconnects Special education and Criterion-referenced test in the investigation of issues within Academic achievement.
His Program evaluation research incorporates themes from Research design, Educational technology, Achievement test and Mastery learning.
Between 1988 and 2016, his most popular works were:
- The Instructional Effect of Feedback in Test-Like Events (927 citations)
- Effectiveness of computer-based instruction: An updated analysis. (818 citations)
- Effectiveness of Mastery Learning Programs: A Meta-Analysis (377 citations)
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