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Protocol: The impact of integrated thematic instruction model on primary and secondary school students compared to standard teaching: A protocol of systematic review

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  • Klára Barancová
  • Jiří Kantor
  • Martina Fasnerová
  • Zuzana Svobodová
  • Miloslav Klugar

Abstract

This is the protocol for a Campbell systematic review. The objectives are as follows. This systematic review will examine the impact of the Integrated Thematic Instruction (ITI) on academic attainment and other possible outcomes of primary and secondary school students compared to standard teaching. We will seek to answer the following research question: What impact does the ITI/HET teaching has on academic attainment and other possible outcomes of primary and secondary school students compared to standard teaching?

Suggested Citation

  • Klára Barancová & Jiří Kantor & Martina Fasnerová & Zuzana Svobodová & Miloslav Klugar, 2024. "Protocol: The impact of integrated thematic instruction model on primary and secondary school students compared to standard teaching: A protocol of systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 20(4), December.
    • Handle: RePEc:wly:camsys:v:20:y:2024:i:4:n:e70017
    DOI: 10.1002/cl2.70017
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    References listed on IDEAS

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    1. Howard White & Bianca Albers & Marie Gaarder & Hege Kornør & Julia Littell & Zack Marshall & Christine Mathew & Terri Pigott & Birte Snilstveit & Hugh Waddington & Vivian Welch, 2020. "Guidance for producing a Campbell evidence and gap map," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(4), December.
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