Year: 2021
Type: preprint
Abstract: Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and the current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illustrate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review systematically whether and how existing meta-analyses included ILSA data; (b) present four inclusion approaches (i.e., analytic steps, potential, challenges); and (c) illustrate the application of these approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in student achievement. Ultimately, we propose an analytic framework outlining the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.
Authors: Ronny Scherer, Fazilat Siddiq, Trude Nilsen
Institutions: University of Oslo, University of South-Eastern Norway
Language: English
Subfield: Statistics, Probability and Uncertainty
Field: Decision Sciences
Domain: Social Sciences
Open Access status: green
Funder: Norges Forskningsråd
OpenAlex ID: W4236841787