"The Handbook of Research Synthesis" is meant to help the practitioner of meta-analysis as a reference and how-to manual that guides the reader through every step of the meta-analytic process. The handbook is organized in 10 parts to correspond to 10 analytic steps. (SLD)

B. Thompson and T. Vacha-Haase have examined the statement "the reliability of the test" with emphasis on the following three words: (1) the first "the"; (2) "test"; and (3) the second "the." This discussion focuses instead on the word "reliability." (Author)

The Hubbard and Ryan article is a little ingenuous in its implications for action. Both meta-analyses and replication have problems of their own; each requires careful attention. Good measurement emphasizes proper sampling techniques and using whatever means possible to analyze data. (SLD)

Agrees with R. Hubbard and P. Ryan that statistical significance testing has had a negative impact in that some users have closed their minds to alternative approaches to conducting research. In marketing, the alternatives are not completely satisfactory, however, and researchers are likely to continue to rely on statistical significance testing.…

The reviewer has rich praise for this book and suggests that for readers not familiar with the topic of research synthesis this should be the first book they read.

Suggests that replication research and meta-analysis are not substitutes for statistical significance testing, but rather, like measures of effect size, they are complements to statistical significance testing. Significance testing does provide a means for determining what might be usefully replicated. (SLD)

Replies to commentary by J. Cameron asserting that the negative results of extrinsic reward on intrinsic motivation are limited and avoidable. Suggests that the most recent meta analysis by Cameron and others shares methodological weaknesses with an earlier analysis, lacking ecological validity. (SLD)

It is contended that this book's conceptually rigorous and complete treatment of meta-analysis is written with the consumer in mind. Some of the models presented are not appropriate for studies that meta-analyses commonly consider. Sampling issues are not covered adequately, and much of the supporting theory is omitted. (SLD)

Identifies strengths and weaknesses of the study of the Comprehensive Child Development Program and draws evaluative conclusions based on the analysis. Cites lack of stakeholder involvement and pilot studies as a weaknesses of the evaluation but notes the general quality of the effort. (SLD)

Suggest that the call for more pointed graduate education and more affirmative journal policies on replication-extension made by R. Hubbard and P. Ryan is useful, although inadequate and probably pointless. Statistical significance testing appears to be here to stay despite the charge that it is of "marginal scientific value." (SLD)

Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)

Prior meta analyses by J. Cameron and other researchers suggested that the negative effects of extrinsic reward on intrinsic motivation were limited and avoidable. E. Deci and others (2001) suggested that the analyses were flawed. This commentary makes the case that there is no inherent negative property of reward. (SLD)

Critiques the conclusions of S. Veenman (1995) about multigrade classes and suggests that selection bias and lower-quality instruction should be included as part of the explanation for his findings of no difference. Indicates that multigrade classes have at least a small negative effect on achievement and potentially negative effects on teacher…

D. Mason and R. Burns (1996) have concluded that multigrade classes have a slightly negative effect on students' achievement. However, a reanalysis, based on meta-analytic procedures, of the available studies shows the average weighted effect sizes to be essentially zero or close to zero. Contains 51 references. (SLD)

The analysis by R. Greenwald, L. Hedges, and R. Laine (1996) suffers because of its statistical methods and because it is based on a sample that biases the study toward their conclusions. Econometric evidence and the aggregate performance of U.S. schools points toward serious problems with inefficient use of resources. (SLD)