Meta-analysis and research synthesis in education

This bibliography begins with this introduction followed by a general overview of meta-analysis and research synthesis methods in education. The third section cites references to illustrate how the concept of statistical integration of research findings dates back to early 20th century. Citations in the fourth section highlight early calls from educational researchers to recognize the process of synthesizing research as a scholarly endeavor in its own right. As evident from the citations in the fifth section, it was in the 1980s when monographs exclusively devoted to research synthesis methods started to be published. Since then, a number of books have been published on research synthesis methods. The sixth section cites some of the most comprehensive books on research synthesis methods and includes contributions from key players of meta-analysis current at the time. The citations in the seventh section illustrate how meta-analysis has become very popular over time. Several large organizations have been set up and software developed to support systematic reviews of research. These are cited in the eighth section. Citations in the ninth section illustrate critiques of systematic reviews. As qualitative research is becoming popular in education, sophisticated discussions of issues associated with synthesizing qualitative research have also been published, some of which are cited in the tenth section. The eleventh section presents a methodologically inclusive account of current developments in research synthesis methods. The final section cites examples of journals exclusively devoted to publishing research reviews and exemplary research synthesis with different methodologies. Individual methods of research synthesis are discussed chronologically as they became popular in educational research. Accordingly, this bibliography starts with a discussion of statistical methods of integrating research that parallels the dominance of quantitative research in education until the 1970s. As the popularity and diversity of qualitative research methods have been increasing in educational research, more methodologically inclusive discussions of research synthesis methods are becoming popular as described in the later sections of this bibliography.

Doctoral work as boundary-riding and boundary-breaking

This chapter considers the tension between candidates being ‘disciplined in the discipline of the discipline’ and producing significant original knowledge to earn their doctorate. That is, learning about the disciplinary boundaries within which their doctorates are conducted, and learning how to ‘push’ those boundaries with sufficient originality in order to be ‘doctored’. For the purposes of this chapter, ‘doctoral work’ embraces all those forms of work and their workers that contribute to doctoral process. Supervisors (advisers) and candidates (students) are the obvious workers, but then there are those whose work it is to support doctoral work; in particular, administrators, counsellors, postgraduate students’ associations, and those ‘scholarly friends’ the librarians.

Process evaluation of a community-based intervention program: Healthy Youth Healthy Communities, an adolescent obesity prevention project in Fiji

Nearly one-half of the adult population in Fiji between the ages of 15–64 years is either overweight or obese; and rates amongst school children have, on average, doubled during the last decade. There is an urgent need to scale up the promotion of healthy behaviors and environments using a multi-sectoral approach. The Healthy Youth Healthy Community (HYHC) project in Fiji used a settings approach in secondary schools and faith-based organizations to increase the capacity of the whole community, including churches, mosques and temples, to promote healthy eating and regular physical activity, and to prevent unhealthy weight gain in adolescents aged 13–18 years. The team consisted of a study manager, project coordinator and four research assistants (RAs) committed to planning, designing and facilitating the implementation of intervention programs in collaboration with other stakeholders, such as the wider school communities, government and non-governmental organizations and business partners. Process data were collected on all intervention activities and analyzed by dose, frequency and reach for each specific strategy. The Fiji Action Plan included nine objectives for the school settings; four were based on nutrition and two on physical activity in schools, plus three general objectives, namely capacity building, social marketing and evaluation. Long-term change in nutritional behavior was difficult to achieve; a key contributor to this was the unhealthy food served in the school canteens. Whilst capacity-building proved to be one of the best mechanisms for intervening, it is important to consider the cultural and social factors influencing health behaviors and affecting specific groups.

The "theory-practice gap": Turning theory into practice in a pre-service teacher education program

his thesis investigates the theory-practice gap using the exemplar of teacher education. The research is situated in a pre-service teacher education program that explicitly seeks to bridge the theory-practice gap so that it produces “learning managers” who can negotiate the contemporary knowledge society in ways different to those of their predecessors. The empirical work reported in this thesis describes and interprets the experiences of preservice and beginning teachers in turning theory into practice. In order to accomplish this outcome, the thesis draws on Mead’s theory of emergence and symbolic interactionism to provide a theoretical perspective for meaning-making in social situations. Data for the study were collected through interviews and focus groups involving a sample of first-year graduate teachers of an Australian pre-service teacher education program. The main finding of this thesis is that the theory-practice gap in pre-service teacher education under present institutional arrangements is an inevitable phenomenon arising as individuals undergo the process of emergence from pre-service to graduate and then beginning teachers. The study shows that despite the efforts of the program developers, environmental, social and cultural conditions in teacher education processes and structures and in schools inhibit the trainee and novitiate teacher from exercising agency to effect change in traditional classroom practices. Thus, the gap between theory and practice is co-produced and sustained in the model that characterises contemporary preservice teacher education in the perspectives of lecturers, teachers and administrators.

Visual research methods in education: in between difference and indifference

The aim of this paper is to support critical and scholarly debates that relate to the increasing role of visual research in education, youth studies, sociology, and studies of mental health. Researching in fields where young people are central exposes many struggles, not least issues of how to represent students who end up on the margins. School disaffection intersects with curriculum practices. When threading together visual research methods and matters of curriculum studies, seduction can set in, and unintentionally curriculum research can become indifferent to difference, the counterpoint often sought by researchers. Some scholars may argue that this debate has been well rehearsed in the curriculum field; I, however, take the opposite view. The constraints of curriculum studies, issues of student disaffection and the exclusions of schooling - when analysed through the perspectives of visual research - trouble our research designs and understandings of data and therefore require more, not less, interrogation. Rethinking the intersection points between visual research methods (VRM) and visuality, a concept that is critical to cultural and visual studies, opens out new spaces in the field of curriculum studies and reframes the methodological decisionmaking process for researching issues that pertain to student disaffection. 

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.

Qualitative synthesis and systematic review in health professions education

Context  Formal qualitative synthesis is the process of pooling qualitative and mixed-method research data, and then drawing conclusions regarding the collective meaning of the research. Qualitative synthesis is regularly used within systematic reviews in the health professions literature, although such use has been heavily debated in the general literature. This controversy arises in part from the inherent tensions found when generalisations are derived from in-depth studies that are heavily context-dependent.Methods  We explore three representative qualitative synthesis methodologies: thematic analysis; meta-ethnography, and realist synthesis. These can be understood across two dimensions: integrative to interpretative, and idealist to realist. Three examples are used to illustrate the relative strengths and limitations of these approaches.Discussion  Against a backdrop of controversy and diverse methodologies, readers must take a critical stand when reading literature reviews that use qualitative synthesis to derive their findings. We argue that notions of qualitative rigour such as transparency and acknowledgment of the researchers’ stance should be applied to qualitative synthesis.

Evaluation of nurses' perceptions of the impact of targeted depression education and a screening and referral tool in an acute cardiac setting.

AIMS AND OBJECTIVES: The aim of this study was to evaluate nurses' perceptions of an education programme and screening and referral tool designed for cardiac nurses to facilitate depression screening and referral procedures for patients with coronary heart disease. BACKGROUND: There is a high prevalence of depression in patients with coronary heart disease that is often undetected. It is important therefore that nurses working with cardiac patients are equipped with the knowledge and skills to recognise the signs and symptoms of depression and refer appropriately. DESIGN: A qualitative approach with purposive sampling and semi-structural interviews was implemented within the Donabedian 'Structure-Process-Outcome' evaluation framework. METHODS: Semi-structured interviews were conducted with 14 cardiac nurses working in a major metropolitan hospital six weeks post-attending an education programme on depression and coronary heart disease. Thematic data analysis was implemented, specifically adhering to Halcomb and Davidson's (2006) pragmatic data analysis, to examine nurse knowledge and experience of depression assessment and referral in an acute cardiac ward. RESULTS: The key findings of this study were that the education programme: (1) increased the knowledge base of nurses working with cardiac patients on comorbid depression and coronary heart disease, and (2) assisted in the identification of depression and the referral of 'at risk' patients. CONCLUSIONS: Emphasis was placed on the translational significance of educating cardiac nurses about depression via the introduction of a depression screening and referral instrument designed specifically for use in the cardiac ward. As a result, participants found they were better equipped to identify depressive symptoms and, guided by the screening instrument, to confidently instigate referral procedures. RELEVANCE TO CLINICAL PRACTICE: Much complexity lies in caring for cardiac patients with depression, including issues such as misdiagnosis. Targeted education, including use of appropriate instruments, has the potential to facilitate early recognition of the signs and symptoms of depression in the acute cardiac setting.

Increased cross-education of muscle strength and reduced corticospinal inhibition following eccentric strength training

AIM: Strength training of one limb results in a substantial increase in the strength of the untrained limb, however, it remains unknown what the corticospinal responses are following either eccentric or concentric strength training and how this relates to the cross-education of strength. The aim of this study was to determine if eccentric or concentric unilateral strength training differentially modulates corticospinal excitability, inhibition and the cross-transfer of strength. METHODS: Changes in contralateral (left limb) concentric strength, eccentric strength, motor-evoked potentials, short-interval intracortical inhibition and silent period durations were analyzed in groups of young adults who exercised the right wrist flexors with either eccentric (N=9) or concentric (N=9) contractions for 12 sessions over 4weeks. Control subjects (N=9) did not train. RESULTS: Following training, both groups exhibited a significant strength gain in the trained limb (concentric group increased concentric strength by 64% and eccentric group increased eccentric strength by 62%) and the extent of the cross-transfer of strength was 28% and 47% for the concentric and eccentric group, respectively, which was different between groups (P=0.031). Transcranial magnetic stimulation revealed that eccentric training reduced intracortical inhibition (37%), silent period duration (15-27%) and increased corticospinal excitability (51%) compared to concentric training for the untrained limb (P=0.033). There was no change in the control group. CONCLUSION: The results show that eccentric training uniquely modulates corticospinal excitability and inhibition of the untrained limb to a greater extent than concentric training. These findings suggest that unilateral eccentric contractions provide a greater stimulus in cross-education paradigms and should be an integral part of the rehabilitative process following unilateral injury to maximize the response.

Is there a Kuznets' process in Southeast Asia?

Relatively little is known about the determinants of inequality in Southeast Asia. This paper fills this void by comprehensively testing Kuznets’ hypothesis for Southeast Asia. We estimate both unconditional and conditional Kuznets’ curves using panel data for 8 countries. The analysis suggests the existence of a Kuznets’ curve with respect to per capita income; the path of inequality is nonlinear with respect to economic development. There is no evidence of a Kuznets curve with respect to non-agricultural employment. There is some evidence in terms of urbanization, though this is not robust. There is robust evidence on the role of national governments and education in shaping the path of inequality in the region. Government involvement reduces inequality. Education appears to have a non-linear effect on inequality.

Negotiating and creating intercultural relations: Chinese immigrant children in New Zealand early childhood education centres

A multiple-case study investigation of the experiences of eight Chinese immigrant children in New Zealand early childhood centres suggested that the immigrant children’s learning experiences in their first centre can be understood as a process of negotiating and creating intercultural relations. The children’s use of family cultural tools, such as the Chinese language, was a distinctive feature of their learning experiences, simultaneously revealing and extending their exploration of the intercultural practices and their establishment of a sense of belonging. In the presence of Chinese-speaking peers who acted as ‘bridges’ and ‘boundary objects’, the Chinese language was actively used by the immigrant children in English-speaking early childhood centres and, as a result, they created intercultural relations which: (i) bridged the two cultures; (ii) brought the cultures into convergence; (iii) enabled the children to claim group identity; and (iv) battled intercultural constraints. The absence of Chinese speakers, on the other hand, constrained possibilities for intercultural relations. The focus on intercultural relations in this study is expected to lead to educational initiatives to support the incorporation of diverse cultures in early childhood services.

Incorporating new technology into the delivery of property education

Property education has changed substantially in Australia in recent years. Whilst there has been an increase in the number of courses being offered in property education, the profile of a typical student has also changed. Property students are under increasing pressure to balance study and work due to the higher cost of living and the associated cost of education. This in turn has placed pressure on the education system to deliver property in a manner which meets the needs of the industry and the students. At the same time, there has been a marked increase in the use of technology in the business and corporate world which has resulted in increased efficiencies. This paper critiques the potential for a property education course to embrace new technology rather than 100% face-to-face teaching and only paper-based assignments. The focus is placed on the delivery of material and the interaction between the students, the lecturing staff and the wider community. Using the new Deakin property course as a case study approach, the emphasis is placed on pushing the boundaries of the conventional property education process, including the delivery of property lectures, assignment submission and assessment, as well as the overall communication process. The findings conclude that by embracing technology in a property course, there can be a 'win-win' scenario for the students, the staff and the industry stakeholders. Whilst different property courses embrace varying levels of technology, it seems inevitable that we must continue to evolve the delivery of property education in order to become efficient and effective over the long-term.

Market subjectivity and neoliberal governmentality in higher education

Using an interpretive case study in a business school in India, this research examines student behaviour and offers an understanding of a marketisation process in higher education. The study deploys Foucault's conceptualisation of governmentality and uncovers processes through which market subjectivity is fostered among students as they strive to become responsible, active, and entrepreneurial subjects. The subject position is attributed to several governmental discourses of peer pressure, abnormality, uncritical pedagogy, loan repayment, and elitism that prevail in the business school. The study further highlights the roles of English language and preference for western corporations which are unique to postcolonial India. Market subjectivity results in the prevalence of instrumental rationality, failure to develop a critical academic perspective, subordination of social concerns, and disenchantment and exclusion among some students.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.