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The current best evidence meta-analysis reanalyzed the data from a meta-analysis by Graham et al. (J Educ Psychol 115:1004–1027, 2023). This meta-analysis and the prior one examined if teaching writing improved the writing of students in Grades 6 to 12, examining effects from writing intervention studies employing experimental and quasi-experimental designs (with pretests). In contrast to the prior meta-analysis, we eliminated all N of 1 treatment/control comparisons, studies with an attrition rate over 20%, studies that did not control for teacher effects, and studies that did not contain at least one reliable writing measure (0.70 or greater). Any writing outcome that was not reliable was also eliminated. Across 148 independent treatment/control comparisons, yielding 1,076 writing effect sizes (ESs) involving 22,838 students, teaching writing resulted in a positive and statistically detectable impact on students’ writing (ES = 0.38). Further, six of the 10 writing treatments tested in four or more independent comparisons improved students’ performance. This included the process approach to writing (0.75), strategy instruction (0.59), transcription instruction (0.54), feedback (0.30), pre-writing activities (0.32), and peer assistance (0.59). In addition, the Self-Regulated Strategy Development model for teaching writing strategies yielded a statistically significant ES of 0.84, whereas other approaches to teaching writing strategies resulted in a statistically significant ES of 0.51. The findings from this meta-analysis and the Graham et al. (2023) review which included studies that were methodologically weaker were compared. Implications for practice, research, and theory are presented.

The purpose of this dissertation was to investigate how the quality and quantity of literacy instruction are related to children's language and reading achievement at the elementary level. To this end, I conducted three studies: Study 1 used a meta-analytic approach to synthesize extant research findings regarding the correlational coefficients reported between the observed classroom practices (including both quality and quantity of teaching behaviors) and students’ language and literacy achievement from Pre-K to 6th grade; Study 2 employed multilevel multivariate models to examine the how the instructional quantity (i.e., amount of code-based or meaning-based instruction) is related to Grade 1 to Grade 3 students’ reading outcomes while accounting for the relation of students’ initial reading skills to teachers’ instruction as well as a variety of student-and teacher-level characteristics such as students’ race, gender and teachers’ teaching experience; Study 3 employed multilevel multivariate models to examine the how the instructional quality (i.e., teacher warmth and responsiveness, and organization for instruction) is related to student language (listening comprehension) and reading achievement while accounting for the relation of students’ initial reading skills to teachers’ instruction in Grade 1 to Grade 3.Study 1 obtained a significant but weak association between the observed classroom practices and students’ language and literacy achievement from 108 studies: the average zero-order correlation is .12 and the partial correlation is .04. The relation was slightly weaker in upper than in lower grade levels and stronger for observations capturing macro quality and an instructional dimension than those capturing micro quantitative measurement and an emotional or structural dimension, respectively. Study 2 used data from 800 students and their teachers from Grade 1 to Grade 3, and detected a positive relation of a greater amount of meaning-based instruction to

The purpose of this dissertation was to investigate how the quality and quantity of literacy instruction are related to children's language and reading achievement at the elementary level. To this end, I conducted three studies: Study 1 used a meta-analytic approach to synthesize extant research findings regarding the correlational coefficients reported between the observed classroom practices (including both quality and quantity of teaching behaviors) and students’ language and literacy achievement from Pre-K to 6th grade; Study 2 employed multilevel multivariate models to examine the how the instructional quantity (i.e., amount of code-based or meaning-based instruction) is related to Grade 1 to Grade 3 students’ reading outcomes while accounting for the relation of students’ initial reading skills to teachers’ instruction as well as a variety of student-and teacher-level characteristics such as students’ race, gender and teachers’ teaching experience; Study 3 employed multilevel multivariate models to examine the how the instructional quality (i.e., teacher warmth and responsiveness, and organization for instruction) is related to student language (listening comprehension) and reading achievement while accounting for the relation of students’ initial reading skills to teachers’ instruction in Grade 1 to Grade 3.Study 1 obtained a significant but weak association between the observed classroom practices and students’ language and literacy achievement from 108 studies: the average zero-order correlation is .12 and the partial correlation is .04. The relation was slightly weaker in upper than in lower grade levels and stronger for observations capturing macro quality and an instructional dimension than those capturing micro quantitative measurement and an emotional or structural dimension, respectively. Study 2 used data from 800 students and their teachers from Grade 1 to Grade 3, and detected a positive relation of a greater amount of meaning-based instruction to

There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in Grades 6–12, and what specific writing treatments enhanced students’ writing. Our review included writing treatments tested using an experimental or quasi-experimental design (with pretests) and published and unpublished studies, and computed effect sizes (ESs) for all writing and reading outcomes assessed. Across 406 independent comparisons, yielding 3,514 ESs involving 52,529 students, teaching writing had a positive and statistically detectable impact on students’ writing (ES=0.47) and reading (ES= 0.22). Moreover, a variety of different writing treatments improved students’ performance on writing measures. Across all writing outcomes, statistically detectable effects (presented in parentheses) were obtained for comprehensive writing programs (0.47; which included the process approach to writing), strategy instruction (0.76), digital writing tools (0.31), transcription instruction (0.71), computer-assisted instruction (0.32), teaching critical/creative thinking skills for writing (0.27), emulating good models of writing (0.46), feedback (0.34), goal setting (0.44), prewriting activities (0.49), grammar instruction (0.77), sentence instruction (0.73), inquiry (0.92), observing writers/readers, peer assistance (0.41), summarization instruction (0.49), and text structure instruction (0.39). Implications for practice, research, and theory are discussed.

Large quantities of natural and synthetic hormones contained in livestock waste and wastewater (LWW) can cause serious problems in our environment. Composting and anaerobic digestion cannot remove hormones efficiently, so they should be modified to enhance the treatment processes. In addition, constructed wetlands show decent rates for removal of hormones. Advanced technologies such as membrane biological reactors and microalgae-based systems efficiently eliminate hormones from LWW. However, more practical studies are needed to investigate their actual performances. The categories, degradation mechanisms, and enzymes of hormone-degrading microorganisms are presented, and related hormone-degrading microorganism-based technologies are introduced. Finally, composting, anaerobic digestion, constructed wetlands, membrane biological reactors, and microalgae-based systems are compared in terms of their applicability in LWW treatment., Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public., Sanitary Engineering

Large quantities of natural and synthetic hormones contained in livestock waste and wastewater (LWW) can cause serious problems in our environment. Composting and anaerobic digestion cannot remove hormones efficiently, so they should be modified to enhance the treatment processes. In addition, constructed wetlands show decent rates for removal of hormones. Advanced technologies such as membrane biological reactors and microalgae-based systems efficiently eliminate hormones from LWW. However, more practical studies are needed to investigate their actual performances. The categories, degradation mechanisms, and enzymes of hormone-degrading microorganisms are presented, and related hormone-degrading microorganism-based technologies are introduced. Finally, composting, anaerobic digestion, constructed wetlands, membrane biological reactors, and microalgae-based systems are compared in terms of their applicability in LWW treatment., Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public., Sanitary Engineering

We investigated the effects of ammonia and nitrite stress on genes involved in metabolism and disease resistance in Japanese sea bass (_Lateolabrax japonicus_). Fish were exposed to pure seawater (control), 65.4 mg/L NH4+ -N, or 60.9 mg/L NO2--N for 7 days. Muscle, head-kidney, gill, spleen, and liver tissues were sampled regularly and the expression of immune and metabolism-related genes was monitored. The results indicated that the expression of immune-related genes such as heat shock proteins 70 and 90 were upregulated in the head-kidney, spleen, gill, liver, and muscle tissues under ammonia and nitrite stress. Glutamine synthetase (GS) expression increased to different degrees under ammonia and nitrite stress, while glutamate dehydrogenase (GDH) in the stress group upregulated in the gills. The expression of carbonic anhydrase (CA) was upregulated in the spleen and gill tissue under ammonia or nitrite stress. Expression of leptin (LEP) was upregulated in the muscle, gills and liver under nitrite stress; under ammonia stress, LEP expression did not fluctuate significantly in the spleen or gill. Insulin-like growth factor-1 (IGF-1) was downregulated in the spleen, while did not fluctuate obviously in the muscle and head-kidney under ammonia stress. These results indicate that ammonia and nitrite stress led to an upregulated immune related indexes response and increased metabolic activities in _L. japonicus_, and provides reference suggestions for response status of these health markers answering the outside environment intimidation.