UCL  IRIS
Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Ongoing developments in meta-analytic and quantitative synthesis methods: Broadening the types of research questions that can be addressed
  • Publication Type:
    Journal article
  • Authors:
    O'Mara-Eves A, Thomas J
  • Publication date:
    02/2016
  • Pagination:
    5, 27
  • Journal:
    Review of Education
  • Volume:
    4
  • Issue:
    1
  • Status:
    Published
  • Print ISSN:
    2049-6613
  • Language:
    English
  • Notes:
    Copyright © 2016 British Educational Research Association. This is the peer reviewed version of the following article: [O'Mara-Eves, A. and Thomas, J. (2016), Ongoing developments in meta-analytic and quantitative synthesis methods: Broadening the types of research questions that can be addressed. Review of Education, 4: 5–27. doi: 10.1002/rev3.3062], which has been published in final form at http://dx.doi.org/10.1002/rev3.3062. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Abstract
The purpose of this paper is to outline ongoing developments in meta-analytic methods and quantitative approaches to synthesising evidence. We discuss the increased awareness by meta-analysts of the need for methods which better grapple with complex social contexts, and meta-analysts’ responses to the increasing informational needs of review audiences by developing methods are that are more fit for purpose and fit for use than their predecessors. Models of meta-analysis that we cover include both aggregative (e.g., classical meta-analysis) and configurative approaches (including subgroup analyses, meta-regression and multilevel analyses, multiple outcome analyses, and network meta-analysis). We then consider the role of additional data sources and multi-method approaches to synthesis by focusing on mixed methods synthesis, the use of largescale datasets and individual participant data, and qualitative comparative analysis. We highlight key issues for meta-analysis in educational research (publication bias and interpreting meta-analytic results). We end with reflections on the relation between meta-analytic methods and theory, and a discussion of how meta-analysis in education can move forward. Throughout, we place a particular emphasis on the importance of using a method that is appropriate for the research question, and how emerging methods allow us to address a broader range of research questions.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
Author
IOE - Social Research Institute
Author
IOE - Social Research Institute
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by