What Could the Statistical Synthesis of Research Findings Contribute to the Disciplined Inquiry for Education?-Reference-Cited by-同舟云学术

What Could the Statistical Synthesis of Research Findings Contribute to the Disciplined Inquiry for Education?

Published:2021-03-30 Issue:0 Volume:60 Page:192-214
ISSN:0452-9650
Container-title:The Annual Report of Educational Psychology in Japan
language:en
Short-container-title:The Annual Report of Educational Psychology in Japan

Author:

YAMAMORI KOYO¹,OKADA RYO²,YAMADA TSUYOSHI³,WATARI YOICHI⁴,KUMAI SHOTA⁵,OKADA KENSUKE⁶,SAWADA EISUKE⁷,ISHII TERUMASA⁸

Affiliation:

1. National Institute for Educational Policy Research

2. Kagawa University

3. Yokohama City University

4. Shizuoka University

5. Yamaguchi University

6. The University of Tokyo

7. Karuizawa Kazakoshi School

8. Kyoto University

Publisher

The Japanese Association of Educational Psychology

Link

https://www.jstage.jst.go.jp/article/arepj/60/0/60_192/_pdf

Reference93 articles.

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3. Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgen, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61 (2), 213-238. https://doi.org/10.2307/1170535

4. Barton, E. E., Pustejovsky, J. E., Maggin, D. M., & Reichow, B. (2017). Technology-aided instruction and intervention for students with ASD: A meta-analysis using novel methods of estimating effect sizes for single-case research. Remedial and Special Education, 38 (6), 371-386. https://doi.org/10.1177/0741932517729508

5. Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. John Wiley and Sons.