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Tricia Corrin; Paul Cairney; Eric B. Kennedy – Evidence & Policy: A Journal of Research, Debate and Practice, 2025
Background: COVID-19 accentuated an evergreen dilemma in evidence-informed policy making--the imperative to synthesise the best available evidence with limited time to produce high quality synthesis. The pandemic prompted the adaptation of evidence synthesis practices to match the urgency of the crisis, and heightened demand by policy makers,…
Descriptors: Evidence, Synthesis, COVID-19, Pandemics
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Stoyanov, Slavi; Kirschner, Paul A. – Journal of Computer Assisted Learning, 2023
Background: Learning analytics (LA) collects, analyses, and reports data from the learning environment, to provide evidence of the effects of a particular learning design. Learning design (LD) outlines the conceptual framework for a meaningful interpretation of Learning analytics data. Objectives: The study aims to identify the most relevant…
Descriptors: Learning Analytics, Instructional Design, Data Interpretation, Literature Reviews
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Yu, Tianqi; Lin, Lifeng; Furuya-Kanamori, Luis; Xu, Chang – Research Synthesis Methods, 2022
In evidence-based practice, new topics generally only have a few studies available for synthesis. As a result, the evidence of such meta-analyses raised substantial concerns. We investigated the robustness of the evidence from these earliest studies. Real-world data from the Cochrane Database of Systematic Reviews (CDSR) were collected. We…
Descriptors: Synthesis, Evidence, Decision Making, Reliability
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Lauren E. Oddo; Bryce D. McLeod; Kevin S. Sutherland; Jason C. Chow; Jennifer R. Ledford; Grace W. Li – Grantee Submission, 2025
It is difficult for consumers to access the evidence base for prevention programs to determine which models or practices have the strongest empirical support for improving youth social, emotional, and behavioral (SEB) outcomes within their specific service contexts. Researchers can address this evidence-to-practice gap through innovations in…
Descriptors: Synthesis, Youth, Social Problems, Emotional Problems
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Lauren E. Oddo; Bryce D. McLeod; Kevin S. Sutherland; Jason C. Chow; Jennifer R. Ledford; Grace W. Li – Prevention Science, 2025
It is difficult for consumers to access the evidence base for prevention programs to determine which models or practices have the strongest empirical support for improving youth social, emotional, and behavioral (SEB) outcomes within their specific service contexts. Researchers can address this evidence-to-practice gap through innovations in…
Descriptors: Synthesis, Youth, Social Problems, Emotional Problems
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Allen, Justin P.; Kim, Eui Kyung; Jimerson, Shane R. – School Psychology Review, 2023
Meta-analyses and structured reviews provide a synthesis of the results of multiple studies, thus offering unique contributions to informing practice and advancing science in the field of school psychology. High-quality meta-analyses and structured reviews include a review and summary of the extant studies and highlight clear directions for future…
Descriptors: Meta Analysis, Literature Reviews, School Psychology, Synthesis
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Calonge, Ned; Shekelle, Paul G.; Owens, Douglas K.; Teutsch, Steven; Downey, Autumn; Brown, Lisa; Noyes, Jane – Research Synthesis Methods, 2023
Despite research investment and a growing body of diverse evidence there has been no comprehensive review and grading of evidence for public health emergency preparedness and response practices comparable to those in medicine and other public health fields. The National Academies of Sciences, Engineering, and Medicine convened an ad hoc committee…
Descriptors: Evidence, Synthesis, Mixed Methods Research, Public Health
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Tamim, Rana M.; Borokhovski, Evgueni; Bernard, Robert M.; Schmid, Richard F.; Abrami, Philip C.; Pickup, David I. – Australasian Journal of Educational Technology, 2021
As the empirical literature in educational technology continues to grow, meta-analyses are increasingly being used to synthesise research to inform practice. However, not all meta-analyses are equal. To examine their evolution over the past 30 years, this study systematically analysed the quality of 52 meta-analyses (1988-2017) on educational…
Descriptors: Meta Analysis, Educational Quality, Educational Technology, Scores
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Ledford, Jennifer R.; Lambert, Joseph M.; Pustejovsky, James E.; Zimmerman, Kathleen N.; Hollins, Nicole; Barton, Erin E. – Exceptional Children, 2023
Single-case design has a long history of use for assessing intervention effectiveness for children with disabilities. Although these designs have been widely employed for more than 50 years, recent years have been especially dynamic in terms of growth in the use of single-case design and application of standards designed to improve the validity…
Descriptors: Research Design, Educational Research, Case Studies, Special Education
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Weise, Alina; Büchter, Roland; Pieper, Dawid; Mathes, Tim – Research Synthesis Methods, 2020
Background: Evidence syntheses provide the basis for evidence-based decision making in healthcare. To judge the certainty of findings for the specific decision context evidence syntheses should consider context suitability (ie, generalizability, external validity, applicability or transferability). Our objective was to determine the status quo and…
Descriptors: Evidence, Synthesis, Evidence Based Practice, Decision Making
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Wolgemuth, Jennifer R.; Hicks, Tyler; Agosto, Vonzell – Educational Researcher, 2017
Research syntheses in education, particularly meta-analyses and best-evidence syntheses, identify evidence-based practices by combining findings across studies whose constructs are similar enough to warrant comparison. Yet constructs come preloaded with social, historical, political, and cultural assumptions that anticipate how research problems…
Descriptors: Synthesis, Educational Research, Evidence Based Practice, Evaluation Methods
Zimmerman, Kathleen N.; Ledford, Jennifer R.; Severini, Katherine E.; Pustejovsky, James E.; Barton, Erin E.; Lloyd, Blair P. – Grantee Submission, 2018
Tools for evaluating the quality and rigor of single case research designs (SCD) are often used when conducting SCD syntheses. Preferred components include evaluations of design features related to the internal validity of SCD to obtain quality and/or rigor ratings. Three tools for evaluating the quality and rigor of SCD (Council for Exceptional…
Descriptors: Research Design, Evaluation Methods, Synthesis, Validity
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Chitiyo, Argnue; King, Seth A.; Krizon, Margaret D.; Ablakwa, Cephas N.; Markelz, Andrew M. – Behavioral Disorders, 2021
Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the…
Descriptors: Intervention, Reading Skills, Reading Instruction, Instructional Effectiveness
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Hott, Brittany L.; Berkeley, Sheri L.; Raymond, Lesli P.; Reid, Campbell C. – Journal of Special Education, 2018
Gains have been made over the last two decades in how to identify evidence-based practices for students with disabilities, but less progress has been made in ensuring that these interventions are used by classroom teachers. Although it is not the only area that needs to be addressed to bridge this research-to-practice gap, providing high-quality…
Descriptors: Mild Disabilities, Intervention, Theory Practice Relationship, Journal Articles
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Littell, Julia H.; White, Howard – Research on Social Work Practice, 2018
In this article, we trace the development of the Campbell Collaboration and its renewed efforts to build a world library of accurate, synthesized evidence to inform policy and practice and improve human well-being worldwide. Campbell systematic reviews and related evidence synthesis products provide unbiased summaries of entire bodies of empirical…
Descriptors: Evidence, Partnerships in Education, Synthesis, Literature Reviews
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