High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

Autor/inn/en	Cumming, Michelle M.; Bettini, Elizabeth; Chow, Jason C.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01