Perspectives on Evidence-Based Research in Education: What Works? Issues in Synthesizing Educational Program Evaluations

Robert E. Slavin

doi:10.3102/0013189X08314117

Perspectives on Evidence-Based Research in Education: What Works? Issues in Synthesizing Educational Program Evaluations

Robert E. Slavin

Institute for Effective Education

Research output: Contribution to journal › Article › peer-review

Abstract

Syntheses of research on educational programs have taken on increasing policy importance. Procedures for performing such syntheses must therefore produce reliable, unbiased, and meaningful information on the strength of evidence behind each program. Because evaluations of any given program are few in number, syntheses of program evaluations must focus on minimizing bias in reviews of each study. This article discusses key issues in the conduct of program evaluation syntheses: requirements for research design, sample size, adjustments for pretest differences, duration, and use of unbiased outcome measures. It also discusses the need to balance factors such as research designs, effect sizes, and numbers of studies in rating the overall strength of evidence supporting each program. (Contains 1 table.)

Original language	English
Pages (from-to)	5-14
Number of pages	10
Journal	Educational Researcher
Volume	37
Issue number	1
DOIs	https://doi.org/10.3102/0013189X08314117
Publication status	Published - Jan 2008

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Educational Researcher, 2008, vol. 37, no. 1, p. 5-14, pp. 10, 63 refs., ISSN: 0013-189X.

DataStar update date: 20090101

Keywords

evidence-based reform
meta-analysis
research review
What Works Clearinghouse

Access to Document

10.3102/0013189X08314117

Cite this

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