Literaturnachweis - Detailanzeige
Autor/inn/en | Cumming, Michelle M.; Bettini, Elizabeth; Chow, Jason C. |
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Titel | High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency |
Quelle | In: Exceptional Children, 89 (2023) 4, S.412-431 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Cumming, Michelle M.) ORCID (Chow, Jason C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
DOI | 10.1177/00144029221146576 |
Schlagwörter | Students with Disabilities; Special Education; Literature Reviews; Educational Research; Meta Analysis; Qualitative Research; Credibility; Research Methodology; Data Interpretation; Planning; Synthesis Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Qualitative Forschung; Glaubwürdigkeit; Research method; Forschungsmethode; Data evaluation; Datenauswertung; Ablaufplanung; Planungsprozess |
Abstract | High-quality systematic literature reviews provide a systematic process for identifying, synthesizing, and critiquing multiple studies and, in turn, inform theory, research, practice, and policy. With a focus on special education systematic reviews, we propose four core principles (i.e., coherence, contextualization, generativity, and transparency) to guide scholars in conducting meta-analyses, systematic narrative reviews, and qualitative meta-syntheses. Specifically, we articulate how scholars can promote each of these principles at each stage of the review process to enhance the rigor, relevance, and credibility of their systematic review: (a) framing the problem and research questions; (b) planning procedures to identify, analyze, and synthesize studies; and (c) presenting and interpreting results. Last, we discuss future directions in light of issues of equity and approaches to bridge synthesis findings and practice and policy. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |