A meta-analysis of the impact of the implementation of thinking skills approaches on pupils.

Abstract

Throughout the review, we have tried to be consistent and transparent in the process of conducting the review, working within the EPPI-Centre guidelines, methodology and quality-assurance procedures for systematic reviewing, and involving members of the Review Group and Advisory Panel.We wanted to ensure that our own interest in the implementation and evaluation of thinking skills programmes and approaches did not influence our working processes or findings.We can, however, record our keen interest in the outcomes of the review and acknowledge that this may have influenced the review in ways which are not apparent to us.

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