Serious critiques of meta-analysis and effect size: researchED 2018 – CEM Blog

Since I became a researcher in the late 1990s, I have been an advocate of using effect size and meta-analysis for summarising and combining results from research.

It seems hard to imagine now, but back then, both approaches were well outside the mainstream of educational research practice and were neither widely used nor understood by most education researchers, let alone policymakers or teachers.

Two events that helped to change that were the publication of John Hattie’s Visible Learning in 2009 and the Sutton Trust’s (later taken on by the Educational Endowment Foundation) Teaching and Learning Toolkit in 2011. Today it is common for effect sizes to be talked about in blogs, training events and professional conversations among teachers and at least some understanding of what they are seems to be much more widely shared.

Source: Serious critiques of meta-analysis and effect size: researchED 2018 – CEM Blog

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