Meta-Analysis in Education

A Reply to Slavin

Bibliographic Data

ID11526775
AuthorsConrad G Carlberg (Interline Communication Services, corresponding author), David W Johnson (0000-0001-5491-3460, University of Minnesota), Roger T Johnson (University of Minnesota System), Roger Johnson (University of Minnesota), Geoffrey Maruyama (0000-0002-8367-6625, University of Minnesota), Kenneth A Kavale (University of California, Riverside), Kenneth Kavale (University of California, Riverside), Chen-Lin C Kulik (University of Michigan), Chen‐lin C Kulik (University of Michigan), James A Kulik (University of Michigan), Richard S Lysakowski (University of Illinois Chicago), Susanna W Pflaum (University of Illinois Chicago), Herbert J Walberg (University of Illinois Chicago)
Year1984
Volume13
Issue8
Pages16-23
Publication date1984-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.3102/0013189x013008016
OpenAlexW2157634420
LanguageEN
References cited23

rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the debate long ago resulted in the general use of procedures to test the presence and degree of such problems, that the procedures are described in several sources (notably Glass, McGaw & Smith, 1981; and Smith, Glass & Miller, 1980) and that merely raising the issues once again neither validates them nor successfully convicts meta-analysts of failing to deal with them

Economics · Epistemology · Interpretation (philosophy · Miller · Positive economics · Sociology · Behavioral and Psychological Studies · Philosophy

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