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This study aims to examine the effects of flipped learning on L2 students' overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on 'flipped classroom', 'flipped learning' and 'academic achievement' were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners' academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.

We aimed to examine the effect of ICT use, parental support and student hindering on science achievement in Turkey, USA and South Korea with using PISA 2018 data. PISA is one of the biggest international assessment study aiming comparison of students' academic capabilities in science, mathematics and reading among participant countries. For this purpose, we classified variables related to student-ICT use out of school for leisure, ICT use in classroom, perceived family support, students' hindering behaviors, gender and ESCS on student achievement- as (i) student level and (ii) school level. Approximately 710.000 students representing nearly 32 million students from 79 participating countries completed the PISA 2018 assessment in all over the world. Number of participants were 6890 in 186 schools for Turkey, 4838 in 164 schools for USA and 6650 in 188 schools for South Korea. We used a two-level hierarchical linear model (HLM) to determine the effect of parents' emotional support, student hindering behavior, ICT use in classroom and ICT use out of school for leisure on science achievement. Two students' background variables (gender and economic, social and cultural status) were controlled for student levels. Two level HLM results indicated that gender of the students has a significant effect on science achievement in Turkey but no significant effect in USA and South Korea. Additionally, family socio-economic status had a significant positive effect on students' science achievement in all three counties. We also found that in all three countries, family support had a positive influence on science achievement. Results indicated that student-hindering behavior had a negative effect on science achievement for all three countries. In USA, an increase in ICT usage had a very strong negative effect on science achievement. On the contrary, ICT usage out of school for leisure had a positive effect on science achievement in Turkey. There was no significant effect in South Korea.

• Textual content analysis was conducted for 203 US urban climate actions plans. • The analysis was stratified by time, region of the US, and city size. • Plans generally placed a heavy emphasis on reducing emissions. • More recent plans were more holistic and mentioned equity more frequently. Cities within the United States (US) have sought to address climate change by creating local Climate Action Plans (CAPs). This paper explores the state of urban climate planning by performing a textual content analysis of CAPs for 203 cities in the US. Specifically, the analysis quantified the degree to which CAPs emphasized each component of the following three climate planning triads: 1) greenhouse gas emissions, urban heat, and urban flooding; 2) economic, environmental, and health aspects; and 3) mitigation, adaptation, and equity-based strategies. The study also evaluated how the balance across these three climate planning triads varied spatially, temporally, and based on city population. The findings indicated that CAPs overall placed a notable emphasis on reducing emissions while adapting to localized urban climate hazards featured less frequently. More recent plans were less emissions-centric and exhibited a greater focus on equity and health. Differences across city size were also observed, as larger cities produced CAPs that more frequently mentioned health and equity as well. Overall, the analysis highlighted that a broader holistic approach focused on addressing the full spectrum of local to global climate hazards is necessary to ensure CAPs effectively protect the future livability and economic vitality of urban centers. [ABSTRACT FROM AUTHOR]