Meta-Analysis in Education: A Reply to Slavin

Carlberg, Conrad G.; Johnson, David W.; Johnson, Roger T.; Maruyama, Geoffrey; Kavale, Kenneth A.; Kulik, Chen‐Lin C.; Kulik, James A.; Lysakowski, Richard S.; Pflaum, Susanna W.; Walberg, Herbert J.

doi:10.3102/0013189x013008016

Cited by 21 publications

(8 citation statements)

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“…This analysis found the general shape and elevation of the curve to be similar to that in Figure 1. Carlberg et al (1984) also defended the class size meta-analysis by taking the position that it is, in fact, legitimate to conceptualize the tutoring situation as a class size of one. Further, they claimed that Slavin's concern about extrapolating the effect size curve beyond a class size of three rests on the assumption that an extraordinary discontinuity of effect would occur between class sizes of three and four.…”

Section: Class Size and Achievementmentioning

confidence: 99%

Does Reducing Student-to-Instructor Ratios Affect Achievement?

Cooper

1989

Educational Psychologist

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Section: Class Size and Achievementmentioning

confidence: 99%

Does Reducing Student-to-Instructor Ratios Affect Achievement?

Cooper

1989

Educational Psychologist

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“…Quasi-experimental study has been applied in this research to gather quantitative data for analysis. This method was helpful for gathering more realistic results through experiments and for increasing the validity of the research (Carlberg et al, 1984). In this research, the quasi-experimental method was applied to compare the experimental group and control group to collect quantitative data for analysis.…”

Section: Methodsmentioning

confidence: 99%

Organizational learning goes virtual?

Lau

2015

The Learning Organization

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Purpose – This study aims to deepen understanding of the use of stereoscopic 3D technology (stereo3D) in facilitating organizational learning. The emergence of advanced virtual technologies, in particular to the stereo3D virtual reality, has fundamentally changed the ways in which organizations train their employees. However, in academic or professional studies, there is hitherto, very limited research has been found in understanding the framework of distributed organizational learning in stereo3D virtual reality. Design/methodology/approach – The aim of this research is to investigate the employees’ learning achievement in both the conventional in-house training program and distributed organizational learning approach in a designed stereo3D virtual reality to deepen our understanding of this undiscovered framework. In all, 76 employees from local fashion and apparel organizations were recruited in this empirical study. The quasi-experimental method was adopted to compare the experimental and control groups. The criterion-referenced assessment scale was applied as a post-test to assess employees’ learning achievement in a customer service management training course. A tailor-made stereo3D virtual learning environment was established to conduct the virtual training program. Findings – Surprisingly, the results of this research found no significant difference in both the groups, which indicates that, nowadays, the two completely different learning formats have become similar in organizational learning practices. Originality/value – This research, therefore, suggests a new organizational learning framework with three components: a blended in-house training, a distributed enhancement program in stereo3D virtual reality and an organizational memory system.

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“…Although viewed favorably (e.g., Green & Hall, 1984;Hedges & Olkin, 1982;Rosenthal, 1983) meta-analysis has not been universally accepted (e.g., Eysenck, 1978;Gallo, 1978;Mayo, 1978). For special education, metaanalysis has been shown to increase the objectivity and explicitness of the review process (Kavale, 1984) but again has been subject to criticism (see Slavin, 1984, and a response by Carlberg et al, 1984). A number of problems and issues were explored in a symposium (see Carlberg & Miller, 1984) and it is likely that objections to the misuse or abuse, real or potential, of meta-analysis are likely to continue but also likely is the fact that meta-analysis is now an accepted and integral part of the review process.…”

Section: Quantitative Research Synthesis In Special Educationmentioning

confidence: 96%