Browsing by Subject "meta-analysis"
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Item A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009(2012-10-19) Davis, ColeSchool-based problem-solving consultation is an indirect problem-solving process where the consultant works directly with the teacher in order to solve a current work problem of the teacher. The focus of school-based problem-solving consultation was to remediate a current difficult; however, during school-based problem-solving consultation, the teacher developed coping skills that improved his/her ability to handle future problems. Although the subject of several previous syntheses of the literature attesting to its promise, the current state of school-based problem consultation effectiveness was not known. This study sought to update the school-based problem-solving consultation effectiveness literature as measured by conducting a meta-analysis spanning the years 1986 to 2009. A secondary goal was to identify variables that functioned as moderators. Following procedures advocated by Lipsey and Wilson in 2001, 19 studies were identified producing 205 effect sizes. However, these effect sizes were not calculated independently. Instead, the effect sizes from each study were averaged in order to form a mean effect size per study. The mean effects were then averaged to form the omnibus mean effect size. The omnibus mean effect size from the 19 studies was g = 0.42, with a range of -0.01 to 1.52 demonstrating a medium-sized effect. This effect size was more modest in magnitude when compared to the previous school-based problem-solving consultation meta-analyses; however, the results indicated that school-based problem-solving consultation positively impacted client-level outcomes. With the exception of grade level, moderator analyses produced little information in terms of statistical differences between and among categories for ?teacher type of class, consultant type, school type, referral source, referral reason, consultation model, comparison group, intervention type, design quality, outcome measured, and data type. For grade level, students in the ?Other/Not Specified? category benefited most from school-based problem-solving consultation when compared to the ?Elementary (K-6)? category. In addition to examining the omnibus mean effect size and potential moderators, limitations and implications for practice and future research were discussed.Item A Meta-Analysis of Single-Case Studies on Functional Communication Training(2012-07-16) Heath, Amy KathleenFunctional Communication Training (FCT) is an intervention that involves teaching a communicative response to decrease the occurrence of challenging behavior in individuals with disabilities. FCT is a two step intervention in which the interventionist first determines the function, or purpose, of the challenging behavior and then teaches a communicative response that will provide the same function as the challenging behavior. This meta-analysis addressed the following questions: (a) Is FCT more effective with a complete or brief functional analysis? (b) Is FCT differentially more effective for one communication mode versus another (unaided augmentative and alternative communication, aided augmentative and alternative communication, or verbal)? (c) Is FCT more effective when implemented in natural or contrived contexts? (d) Is FCT more effective for different functions of challenging behavior (attention, tangible, escape and multiple)? (e) How effective is FCT with individuals with challenging behavior, across different age ranges? (f) How effective is FCT with individuals with challenging behavior, across different disability categories? A thorough search was performed to find all articles related to FCT. The articles were then reviewed to ensure that they met the inclusion criteria. Data were extracted from the graphs within each study and then analyzed using Robust Improvement Rate Difference (IRD). Forest plots were also created to aid in visual analysis to determine statistical significance and consistency of the results. A variable was determined to moderate the effectiveness of FCT if there was a statistically significant difference between the levels within each variable. Thirty nine studies were included in this meta-analysis. Over-all FCT has a Robust IRD score of .86 (confidence intervals = .85 - .87). Based on the findings of this meta-analysis FCT is most effective with brief functional analysis and verbal communication. FCT was equally effective in natural and contrived settings. FCT appears to be most effective when an individual's behavior serves as attention seeking or an attempt to gain access to a tangible item. FCT appears to be more effective with school age individuals rather than adults. Finally, FCT may be more effective with individuals with autism spectrum disorder than intellectual disabilities or other disabilities.Item A Profile of Profiles: A Meta-analysis of Organizational Commitment Profiles(2013-11-26) Kabins, Adam HThe majority of empirical commitment research has adopted a variable-centered approach, manifested by the few studies that have examined the predictors of commitment profiles. Responding to calls for a person-centered approach to the study of commitment, this study combined latent profile analysis (LPA) with meta-analysis to examine the antecedents and bases of commitment profiles, utilizing a large archival data set (K = 40; N = 16,052). LPA results revealed five commitment profiles (weak, moderate, AC-dominant, AC/NC-dominant, and high). Meta-analytic results revealed that high levels of bases of commitment (e.g., organizational identification, allocentrism, psychological contract fulfillment) resulted in value-based profiles, and low levels resulted in weak commitment profiles. Additionally, value-based profiles were also associated with older, married, and less educated participants than the weak commitment profiles. And finally, the value-based profiles were associated with high coworker and leader satisfaction compared to the weak commitment profiles. Implications for the commitment and profile literature are discussed.Item An Investigation of Role Salience and Linkages to Work-Family Conflict(2012-07-16) Greer, Tomika WilsonThis dissertation contains reports of three separate studies in which the connections between work role salience, family role salience, stereotype threat, and work-family conflict were explored. In the first study, findings from a systematic review of the role salience literature were reported. Following a search of four Human Resource Development (HRD) journals, the PsycINFO database, and the Academic Search Complete database, 69 articles and papers were identified for inclusion in the literature review. The literature mostly pertained to career development, with a notable emphasis on life-span, life-space theory. Though, very little of the research in the sample of literature pertained specifically to how individuals negotiate their lives as they occupy multiple life roles. In the second study, meta-analytic techniques were used to identify the nature of the relationships between work role salience, family role salience, and work-family conflict. Hypothesized relationships were based on conservation of resources theory. Data were collected from fourteen papers and articles to test the hypothesized relationships. Work role salience was positively related to work-family conflict (? = 0.151; p < 0.01) and family role salience was negatively related to work interference with family (? = -0.049; p ? 0.05). Family role salience appeared to support healthy involvement in both the work and family roles while work family salience appeared to deplete the necessary resources to balance work and family roles satisfactorily. The third study was an introduction of stereotype threat as a potential moderator of the role salience and work-family conflict relationships. Data were collected from 727 individuals who responded to an online survey. MANOVA was used to conclude that White and Black/African-American participants differed in their responses to the work-family conflict and stereotype threat scales. Regression analyses were used to assess the moderating effects of stereotype threat. Stereotype threat moderated the relationships between parental role salience and family interference with work. Future research efforts should include further examination of the similarities and differences in how the variables interact across racial boundaries and the mechanism(s) by which the stereotype threat affects role salience and work-family conflict relationships.Item Behaviorally-Based Interventions for Improving Social Interaction Skills of Children with ASD in Inclusive Settings: A Systematic Review and Meta-Analysis(2012-09-07) Camargo, SigliaStudents with autism spectrum disorders present deficits in social interaction skills that may prevent their successful inclusion in general education placements. Considering the increasing number of children with autism spectrum disorders (ASD) being educated in inclusive settings and recent requirements on the use of research-based interventions in schools, the purposes of this study were (1) to evaluate the quality of single-case research and determine whether behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings can be considered evidence-based practices and (2) to conduct a meta-analysis investigating whether specific factors such as participants' age, behavioral components used in the intervention, target social interaction skills, intervention implementer, and peer training moderate effectiveness of the interventions. Specific criteria for quality of single-case research were used to classify studies according to their certainty of evidence. Tau-U, a non-parametric index of effect size in single-case research, was used to measure the intervention's magnitude of change on target outcomes. Differences between levels of the moderators were analyzed using statistical significance test (p = .05) through the use of 83.4% confidence intervals. Results indicate that the use of behaviorally-based interventions to improve social interaction skills of students with ASD in inclusive settings can be considered evidence based practices. In addition, the interventions produced overall high effect size, indicating their effectiveness based on studies meeting minimum standards of methodological quality. More specifically, the interventions are demonstrated to be effective for preschool and elementary school children between the ages of 2 and 10 years. Studies targeting social interaction initiations or responses in isolation were more effective than studies focusing on both skills. While interventions using planned reinforcement were shown to be more effective, no differential effects were found regarding the use of planned modeling. No differences were found regarding intervention implementer. Finally, the use of peer training did not appear to increase effectiveness of the behaviorally-based social skill interventions. The results and their implications for practice and future research are discussed.Item Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006(Texas A&M University, 2008-10-10) Shidemantle, Steven PaulThis exploratory synthesis of research was the product of three years of dissertation research efforts that systematically reviewed 23 years of empirical articles between 1983 (or its inception) and 2006 from three of the most highly regarded educational administration journals. Specifically designed to collect investigative data and information from primary research contained within Educational Administration Quarterly, the Journal of School Leadership, and the Journal of Educational Administration; this research synthesis drew upon various research methods to propose pragmatic insights and proffer an empirically founded response to: What has the educational administration profession learned from the research efforts that were independently conducted, presented, and published about the overall connections between school superintendents and education's technical core -teaching and learning in schools? Results from employing meta-analysis, descriptive synthesis, and thematic synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however, these connections have evolved from the traditional connections presently maintained by campus administrators and to new connections that meet the increased responsibilities and complexities of the superintendents' role. The thematic synthesis, reinforced by descriptive syntheses, indicated 15 separate superintendent - technical core constructs that promote new areas for investigation; however, the extent and strength of these constructs have yet to be determined. The impact from the next step suggestions for future research indicate that effects could range from educational administration knowledge base contributions to refining in-practice standards and professional development programs. The possible knowledge base contributions, coupled with specific in-practice elements that demonstrate superintendents' direct impact on the technical core, may be the necessary raw materials from which a foundational framework that clearly redefines the superintendent - technical core connections may be forged by scholars and implemented by district leaders to improve teaching and learning in schools.Item Curriculum-Based Measurement as an Intervention: A Literature Review and Meta-Analysis(2014-04-29) Williams, Cara DeMarisA two-article dissertation format is provided. The first article is a literature review of Curriculum-based measurement (CBM) as an intervention and has three purposes: a) describe foundational components of CBM; b) explain CBM as an intervention versus an outcome measure; and c) examine connections between CBM and RtI. The second article, a meta-analytic study, addresses CBM in mathematics (CBMM) as an intervention and examines specific outcomes for students in grades K-12, including those in general education and special education, when detailed feedback was utilized, and when detailed feedback was not incorporated. The three research questions include: (a) What are the effects of implementing CBM-M as an intervention when digits correct are assessed for computation and concepts and applications? (b) What are the effects of CBM-M as an intervention when problems correct are assessed for computation and concepts and applications? and (c) What are the effects on overall mathematics achievement when CBM-M as an intervention is implemented? Upon completion of the meta-analysis, results indicated that when digits correct are assessed for computation, all students had a higher statistically significant effect when detailed feedback was utilized. More specifically, students in general education experience higher effects when detailed feedback is used, while students in special education benefit from CBM with or without detailed feedback. No studies were found for addressing concepts and applications with digits correct. When addressing problems correct for computation, all students had the most statistically significant benefit when detailed feedback was incorporated, yet students in general education had the most benefit. Much more data is needed in the area of problems correct for concepts and applications. From the data gathered, small non-statistically significant effects were found for all students without the inclusion of detailed feedback, yet a negative non-statistically significant effect was found for students in special education. Not enough data was found to assess the use of detailed feedback. In terms of overall mathematical achievement, data was only found for the inclusion of detailed feedback. Results indicated that students in general education achieve small statistically significant effects, while students in special education did not show an effect at all. Overall, using detailed feedback produced higher statistically significant effects for students in both general and special education. Most research has been conducted in the area of computation for grades 3-6. Much more research is needed in the areas of concepts and applications, overall mathematical achievement, and at the secondary grade levels. Both articles, the literature review and meta-analytic study, are discussed separately.Item Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning(2014-08-05) Alpaslan, Muhammet MustafaIn my dissertation, I have examined the relations between students? personal epistemologies and self-regulated learning. I have conducted three independent studies for my three-article dissertation. The first study is a meta?analytic research of the relations between personal epistemology and self-regulated learning. I analyzed 40 published articles in the literature and computed an overall effect size for the reported relations between personal epistemology and self-regulated learning. I also examined the roles of the moderator factors (i.e., culture, age, sex, and subject area) on those relations. The meta-analysis revealed a small but statistically significant mean effect size (r=.24 under fixed effects model, and r=.22 under random effects model). The moderator analyses revealed that although students? grade level did not statistically significantly predict the relations under fixed- and random-effects models, the effects of culture, sex, and subject area on the relations were statistically significant. For my second study, I collected quantitative data at a high school in Turkey to explore the relations between the students? personal epistemologies and self-regulated learning. Two-hundred-nine high school students at the school in Turkey participated in the study. Results from the structural equation modeling (SEM) showed that students? personal epistemologies predict both their motivation and meta-cognitive strategies to learn physics. For my third study, I employed a case study in order to explore high school students? personal epistemologies in school science practice in a STEM charter school located in South Central United States. For this study, I observed nine students in a physics class and conducted individual and group interviews with them over six weeks. I audio recorded students? conversations in class. Results showed that the students hold na?ve beliefs about the nature of scientific knowledge and knowing. The students viewed scientific theories as ideas or thoughts that needed to be tested. In their view, a school science experiment had either a correct or an incorrect answer. The three studies I conducted and report in this document help us better comprehend how personal epistemology is related to self-regulated learning and to design instruction to help students? understand the nature of scientific knowledge.Item Eating disorder prevention research: a meta-analysis(Texas A&M University, 2005-08-29) Fingeret, Michelle CororveThe purpose of this study was to quantitatively evaluate the overall effectiveness of eating disorder prevention programs and to investigate potential moderating variables that may influence the magnitude of intervention effects. Meta-analysis was used to conduct a comprehensive and systematic analysis of data across 46 studies. Effect size estimates were grouped into outcome sets based on the following variables: knowledge, general eating pathology, dieting, thin-ideal internalization, body dissatisfaction, negative affect, and self-esteem. Q statistics were used to analyze the distribution of effect size estimates within each outcome set and to explore the systematic influence of moderating variables. Results revealed large effects on the acquisition of knowledge and small net effects on reducing maladaptive eating attitudes and behaviors at posttest and follow-up. These programs were not found to produce significant effects on negative affect, and there were inconsistent effects on self-esteem across studies. Population targeted was the sole moderator that could account for variability in effect size distributions. There was a tendency toward greater benefits for studies targeting participants considered to be at a relatively higher risk for developing an eating disorder. Previous assumptions regarding the insufficiency of "one-shot" interventions and concerns about the iatrogenic effects of including information about eating disorders in an intervention were not supported by the data. These findings challenge negative conclusions drawn in previous review articles regarding the inability of eating disorder prevention programs to demonstrate behavioral improvements. Although these findings have implications for the prevention of eating disorders, it was argued that a clear link between intervention efficacy and a decreased incidence of eating disorders was not demonstrated. Rather, only direct information was offered about the ability to influence eating disorder related knowledge, attitudes, and behaviors. Specific recommendations related to intervention content, reasonable goals/expectations, and outcome criteria were offered for improving research in this area.Item Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses(2012-10-19) Huang, Shu-FenThis study investigated the effects of output stimulus tasks and glosses on L2 incidental vocabulary learning. Two meta-analytic studies were conducted. The first was intended to provide a systematic statistical synthesis of the effects of output stimulus tasks on L2 incidental vocabulary learning. A total of 12 studies were included in this meta-analysis. Results showed that language learners gained more benefit from using output stimulus tasks to learn vocabulary than those who only read a text. Results also supported the involvement load hypothesis that language learners who perform a task with a higher extent of involvement load gain more L2 vocabulary. As opposed to studies with the low level of design quality, studies with high and medium levels of design quality were more likely to detect statistically significant differences among groups with different output stimulus tasks. Moreover, results suggested that time on task had a positive impact on L2 vocabulary learning. Learners who read a combination of expository and narrative texts outperformed those who only read either an expository or a narrative text in the vocabulary posttest. Learners who read a text with text-target word ratios of less than or equal to 2 percent did not learn significantly more vocabulary than those who read a text with a ratio of 2 percent to 5 percent. The second meta-analysis study used meta-analytic techniques to explore the effects of L1 textual and image-based glosses on second language (L2) incidental vocabulary learning while reading. Results revealed that language learners who were provided with textual glosses gained more vocabulary than those who had no access to glosses. Results suggested that text-target word ratios played an important role in second language vocabulary learning. Language learners who read a passage with a text-target word ratio of ?2 percent outperformed those who read a passage with a text-target word ratio between 2 percent and 5 percent. No statistically significant difference was found between the groups that were provided with multiple-choice and single glosses. Compared to paper-and-pencil environments, computer-assisted settings did not significantly enhance L2 vocabulary learning. Language learners who read narrative reading materials did not significantly outperform those who were exposed to expository texts with regard to incidental vocabulary learning. No significant difference in L2 vocabulary learning was observed between groups who were given L1 textual glosses and those who had access to L1 textual image-based glosses.Item Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity(2012-07-16) Mason, RoseThe purpose of the present research was to address gaps in the video based modeling (VBM) literature through the use of meta-analytic techniques to provide clarity and specificity regarding the practical utility of VBM for participants with disabilities. Two meta-analyses of published single-case VBM research were conducted. Improvement rate difference, an effect size measure, was utilized to analyze the fifty-six single-case studies. The purpose of study one was to determine if differential effects occurred based on the type of model utilized and variations in procedural implementation. In addition, the quality of research was evaluated. The purpose of study two was to determine if participant characteristics, intervention components by participant characteristics, and targeted outcome moderated the effectiveness of video modeling with other as model (VMO). Results of Study One indicated moderate to strong effects for both VMO and video self-modeling, however, when further disaggregated based on type of model utilized, VMO with adult as model demonstrated statistically significant superiority in terms of outcome effects. Results also indicated VBM with reinforcement demonstrated greater effects than when delivered alone or as part of a package. Additionally, the evaluation of quality of research indicated a tendency of the previously published VBM research not to evaluate treatment integrity. Study Two found that age and diagnosis moderate the effectiveness of VMO, although strong effects were found across levels for both moderators. VMO was found to be more effective for elementary age participants and participants with autism spectrum disorders. Additionally, VMO with reinforcement demonstrated statistically significant stronger effects for participants with ASD than when it is delivered alone or as part of a package. However, VMO delivered as part of a package was more potent for participants with developmental disabilities. Considering targeted outcomes, the results indicated strong effects across skill areas, however, VMO was found to be most impactful when utilized to improve play skills versus other measured skills. Implications related to the practical application of VBM for individuals with disabilities particularly in regards to treatment decision making were discussed. Additionally, implications for future research were addressed.Item Racial Differences in Job Satisfaction: An Explanatory Model(2011-02-22) Rodriguez, Jennifer MarieUsing meta-analysis, the current paper reveals a modest difference between Black and White employees in terms of job satisfaction (d = -0.13; k = 65; N = 29,560). Several potential moderators of this relationship were investigated, but only two were supported: the proportion of Black employees in the organization and historical time period (i.e., year of publication and year of data collection). Specifically, Black employees tend to be relatively more satisfied when their proportional representation is larger and White employees have tended to be relatively more satisfied than Black employees over the years, with maximal White advantage occurring at the present day. This study further attempts to investigate race effects on job satisfaction through mediational analysis, with job complexity as the mediator. This analysis at the individual level does not support job complexity as a mediator. Further analyses involving race and job complexity at the job level of analysis show promise but are not fleshed out in detail. Results are discussed in light of both the job characteristics model and frame-of-reference (Cornell model) explanations for the origin of job satisfaction.Item Setting the stage for effective teams: a meta-analysis of team design variables and team effectiveness(Texas A&M University, 2004-11-15) Bell, Suzanne TamaraTeams are pervasive in organizations and provide an important contribution to organizational productivity. Since Hackman's (1987) seminal work, the team research focus has shifted from describing teams to outlining how researchers might use points of leverage, such as team design, to increase team effectiveness. There has been a wealth of research on team design variables that relate to team effectiveness. However, more than 15 years later, the team design literature remains fragmented and is inconsistent, and conclusions regarding optimal team design are difficult to make. The present study sought to unify the team design research by proposing a conceptual model and testing hypothesized relationships between specified design variables and team effectiveness using meta-analytic techniques. Specifically, the objectives of this study were to: (a) identify team design variables over which researchers and practitioners have some degree of control, (b) summarize the literature related to each of these variables, (c) hypothesize how each of the design variables are related to team effectiveness, (d) assess the relationship between these variables and team effectiveness using meta-analysis, (e) assess the influence of specified moderator variables (e.g., study setting, team tenure) on the team design variable/team effectiveness relationships, (f) make theoretically- and empirically-based recommendations for the design of effective teams, and (g) highlight areas in need of additional research. Results indicated that several team design variables show promise as a means of increasing team effectiveness. The strength of the team composition variable/team performance relationships was dependent on the study setting (lab or field); however, the study setting had considerable overlap with the type of team assessed (intellectual or physical). For lab studies (intellectual teams), team general mental ability (GMA) and task-relevant expertise were strong predictors of team performance, while team personality variables were unrelated to team performance. In field studies (physical teams), team agreeableness and conscientiousness had stronger relationships with team performance than team GMA and team task-relevant expertise. Team task design variables (e.g., task significance) had consistent, positive relationships with team performance, and several team structure variables (e.g., degree of self- management) were also related to team performance.Item Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis(2014-07-17) Hutchins, Nancy SanchezThe purpose of this dissertation was to: (1) conduct a systematic literature review to evaluate the quality of the evidence base on social skills interventions (SSIs) for students with or at-risk of emotional behavioral disorder (EBD) and students with autism spectrum disorder (ASD) who display challenging behavior and (2) conduct a single-case research (SCR) meta-analysis to determine the overall effect and the effect of potential moderators of SSIs for students with or at-risk of EBD and students with ASD who display challenging behavior. For study one, a rubric based on the What Works Clearinghouse (WWC) design standards was developed to assess the overall quality of SCR design methodology employed by each of the 24 included studies. One study met all design standards, 10 studies met one or more design standards with reservations, and 13 studies did not meet one or more of the design standards. For study two, the Tau-U effect size was used to synthesize SCR design data and estimate the overall effect size of SSIs on school-related challenging behavior. A total of 301 phase contrasts were analyzed from the 75 participants. The aggregated Tau-U effect size across the 24 included studies was .67 (SE = .02) with a confidence interval of CI_(95) = .63 to .71. The effect size for SSIs on the maintenance of social skills was .79 (SE = .04, CI_(95) = .71 to .87) and included 77 phase contrasts. The effect size for the generalization of social skills was .56 (SE = .08, CI_(95) = .41 to .71) and included 21 phase contrasts. Four moderator variables were identified: target behavior, intervention implementation, intervention development, and methodological quality. Implications for practice, areas of future research, and limitations were addressed.Item The effect of teacher certification on student achievement(Texas A&M University, 2005-08-29) Sparks, KarinThe purpose of this study was to review the empirical research evidence on the effect of teacher certification on student achievement. An exploratory meta-analysis was conducted on studies that examined the effect of fully certified and less-than-fully certified teachers on student achievement. The meta-analysis focused on the areas of mathematics, science and reading and explored trends across areas of achievement, school level and research design. The study was directed towards (a) a synthesis of findings, and (b) recommendations for future research and policy decisions.The meta-analysis population consisted of five individual studies that generated twenty-seven effect size estimates. Three studies utilized either an individual level or class level of analysis and yielded twelve mean difference effect size estimates. Two studies utilized either a school or state level of analysis and yielded fifteen correlational effect size estimates. The majority of findings in mathematics favor the positive effect of fully certified teachers. In science, the findings pointed towards equivalent levels of student achievement for fully certified and less-than fully certified teachers. All the findings associated with reading favored the positive effect of fully certified teachers. It appears that certification may be more crucial to student achievement in reading and mathematics than in science. Across school levels, the overall trend suggests that full certification may be more crucial to student achievement in elementary school than middle or high school. Across levels of analysis and research design, studies that utilize an aggregate level of analysis yield a greater number of positive study outcomes than designs conducted at the individual or class level. A key finding is that given the specifications of the meta-analysis, direct evidence of the relationship between certification and student achievement is limited to five peer-reviewed, published studies. Additional findings illuminated several issues that are vital to improving the quantity and quality of research on teacher certification. Eight specific recommendations were directed towards academic researchers who plan to study the topic. Four recommendations are directed towards policy-makers at the state and federal level who are involved in setting standards and planning legislation for educator preparation.Item The Need for Meta-Analytic Thinking in Educational Technology Research(2014-05-19) Ritter, Nicola L.The present journal article formatted dissertation assessed the extent of meta-analytic thinking currently used educational technology research. In the first study, the author examined the journals, Computers & Education, International Journal of Computer-Supported Collaborative Learning, British Journal of Educational Technology, Australasian Journal of Educational Technology, and Educational Technology Research and Development, between 2012 and 2013 to offer empirical evidence of the field?s current status with regard to reporting results using meta-analytic thinking. These articles represented a total of 32,131 research methods and statistical techniques recorded from 1,171 articles. Findings point to little change in how educational technology researchers conduct investigations. Quantitative methods continue to dominate the field as a whole. Most authors reported the type of sampling procedure used in their investigations. Few researchers reported score reliability estimates using their own data. Findings also suggest few authors report informationally-adequate statistics. One area of concern is the tendency to report a mean without the SD about the mean. Another area of concern is the lack of reporting correlation matrices with accompanying means and standard deviations or covariance matrices. In the second study, the author conducted a meta-analysis to offer a glimpse of where the field could go once researchers begin to think meta-analytically. The author cumulated findings from nine studies which used the Technology Acceptance Model (TAM) to explain undergraduate students? acceptance of online learning. The author used meta-analytic structural equation modeling and multiple-group analysis to test four path models. The meta-analytic findings suggest the TAM is not a valid theoretical model to explain undergraduates? acceptance of college online courses. The multiple group analysis emphasized that the parameter estimates between studies resulted in statistically different findings, suggesting the findings across studies are not replicable.