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<https://discovery.ucl.ac.uk/id/eprint/1494127> <http://purl.org/ontology/bibo/abstract> "The purpose of this paper is to outline ongoing developments in meta-analytic methods and quantitative approaches to synthesising evidence. We discuss the increased awareness by meta-analysts of the need for methods which better grapple with complex social contexts, and meta-analysts’ responses to the increasing informational needs of review audiences by developing methods are that are more fit for purpose and fit for use than their predecessors. Models of meta-analysis that we cover include both aggregative (e.g., classical meta-analysis) and configurative approaches (including subgroup analyses, meta-regression and multilevel analyses, multiple outcome analyses, and network meta-analysis). We then consider the role of additional data sources and multi-method approaches to synthesis by focusing on mixed methods synthesis, the use of largescale datasets and individual participant data, and qualitative comparative analysis. We highlight key issues for meta-analysis in educational research (publication bias and interpreting meta-analytic results). We end with reflections on the relation between meta-analytic methods and theory, and a discussion of how meta-analysis in education can move forward. Throughout, we place a particular emphasis on the importance of using a method that is appropriate for the research question, and how emerging methods allow us to address a broader range of research questions."^^<http://www.w3.org/2001/XMLSchema#string> .
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