Rigor in Data Synthesis
A Case Study of Reliability in Meta-analysis
Bibliographic Data
| ID | 9730706 |
|---|---|
| Authors | William A Stock (Arizona State University, corresponding author), Morris A Okun (Arizona State University), Marilyn J Haring (Arizona State University), Wendy Miller (0000-0003-0863-4991, Arizona State University), CLIFFORD KINNEY (Arizona State University), ROBERT W CEURVORST (Market Facts, Inc) |
| Year | 1982 |
| Volume | 11 |
| Issue | 6 |
| Pages | 10 |
| Publication date | 1982-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1174983 |
| OpenAlex | W4250017459 |
| Language | EN |
| Citations received | 14 |
| References cited | 23 |
The subject of this study was the reliability among persons coding information from primary research sources for use in a metaanalysis. Meta-analysis is a quantitative procedure for synthesizing data in primary research reports (Glass, 1976; 1977). As such, it is one of a number of quantitative procedures proposed as alternatives to the traditional, verbal review of literature. This study rests on the assumption that meta-analysis in particular, and quantitative data synthesis procedures in general, should be examined for sources of invalidity as rigorously as is the process of generating primary research. Pillemer and Light (1980) defined data synthesis as, using formal procedures for combining the results from several experiments (p. 177). Until recently, the traditional review of literature has been the primary formal mechanism for data synthesis. However, in the context of burgeoning numbers of primary research sources, alternate quantitative procedures have been proposed (see Pillemer & Light, 1980, for a review). Among the different methods that have been proposed for data synthesis, meta-analysis has been applied most widely. With regard to primary research, numerous texts call attention to sources of invalidity which investigators must try to avoid (Campbell & Stanley, 1966). However, only recently has it been suggested that quantitative data synthesis also is subject to threats to its validity, and that data synthesis studies should be examined for sources of invalidity as carefully as primary research (Glass, McGaw, & Smith, 1981; Cooper, Note 1). Although few empirical efforts have focused directly on assessing the validity of meta-analysis, critics have expressed several objections. First, they have called attention to the lack of a statistical
Meta-analysis · Reliability (semiconductor · Reliability engineering · Statistics · Computer Science · Engineering · Internal Medicine · Mathematics · Medicine · Meta-analysis and systematic reviews · Psychology
Effects of deficient reporting on meta-analysis
The Handbook of Research Synthesis and Meta-Analysis
Health and Subjective Well-Being
Education and Subjective Well-Being
Socioeconomic Status and Academic Achievement
Strength and immediacy of sources
Marital Status and Subjective Well-Being
Improving the Quality of Research Synthesis in Program Evaluation
Communication Forms as Predictors of Issue Knowledge in Presidential Campaigns
U. S. Education and the Constrained Economy
A practitioner's guide to meta‐analysis
The construct validity of subjective well-being measures
The false consensus effect
Meta-analysis and Theory Elaboration
Educational research
Handbook of Social Psychology
Distribution Theory for Glass's Estimator of Effect Size and Related Estimators
Meta-Analysis of Research on Class Size and Achievement
Student Ratings of Instruction and Student Achievement
Meta-analysis
"An exercise in mega-silliness"
An exercise in mega-silliness
Reply to Mansfield and Busse
Psychological Bulletin
Meta-analysis of psychotherapy outcome studies
Educational Research
Meta-Analysis of Research on Class Size and Its Relationship to Attitudes and Instruction
Primary, Secondary, and Meta-Analysis of Research
Effects of cooperative, competitive, and individualistic goal structures on achievement
Estimation of effect size from a series of independent experiments
Criteria for an Ethnographic Approach to Research in Schools
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 1983 - 2019 (37) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |