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The Meta-Analysis Research in special education

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dc.contributor.author Kavale, Stanley
dc.date.accessioned 2022-09-20T07:20:55Z
dc.date.available 2022-09-20T07:20:55Z
dc.date.issued 2021-09
dc.identifier.uri https://doi.org/10.4324/9781410608260
dc.identifier.uri http://ir.mu.ac.ke:8080/jspui/handle/123456789/6695
dc.description.abstract This chapter discusses the methods of meta-analysis. It describes the procedures of meta-analysis: specifically, with respect to how they parallel classical scientific method, including problem formulation, sampling, classifying research information, data analysis, and data interpretation. Meta-analysis follows the activities found in “primary” research efforts. The actual techniques of meta-analysis have been comprehensively outlined and extended. Thus, aside from a description of findings in general, meta-analysis also can provide a description of how findings vary with respect to critical study features. Any rendering of “what the research says” probably involves some implicit generalizations made across studies that may be less systematic than the process found in meta-analysis. Future research is quite likely to remain a generally unorganized, decentralized, and nonstandardized process without regard to how it may fit together into a comprehensive whole. Research synthesis is ultimately shaped by the population of primary studies available and the manner in which those studies are selected for inclusion. en_US
dc.language.iso en en_US
dc.publisher Taylor & Francis en_US
dc.subject Meta-Analysis Research en_US
dc.title The Meta-Analysis Research in special education en_US
dc.type Article en_US


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