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Data and process files associated with the publication: A Meta-Review of Education Meta-Analyses: Relevance, Applicability, and Accessibility of Findings
Principal Investigator(s): View help for Principal Investigator(s) Marta Pellegrini, Department of Education, Psychology, Philosophy, University of Cagliari; Elizabeth Day, HEDCO Institute for Evidence-Based Educational Practice, University of Oregon; Hannah Scarbrough, College of Education and Human Development, Georgia State University; Therese Pigott D., College of Education and Human Development, Georgia State University
Version: View help for Version V2
| Name | File Type | Size | Last Modified |
|---|---|---|---|
| Data and process files | 09/15/2025 01:00:PM |
Project Citation:
Project Description
This meta-review examined the extent to which education meta-analysts have used strategies that likely increase the relevance, applicability, and accessibility of research to practitioners. We reviewed 103 meta-analyses of school-based academic interventions, coding for: (a) stakeholder engagement in review phases; (b) reporting of study population, setting, and intervention characteristics and testing them as moderators; and (c) accessibility of the findings to a wide audience using effect size metrics and visualizations. We found limited stakeholder involvement. Certain characteristics such as grade level were commonly reported and used to explored heterogeneity, while others, like material and training costs, were rarely considered. Effect size transformations were not common, and traditional forest plots were the most prevalent visualization method. We propose future research directions to improve the relevance, applicability, and accessibility of meta-analysis findings for educational practice.
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