Metasummary: Examining the Potential of a Methodologically Inclusive Approach for Conducting Systematic Reviews of Educational Research
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| Title: | Metasummary: Examining the Potential of a Methodologically Inclusive Approach for Conducting Systematic Reviews of Educational Research |
|---|---|
| Language: | English |
| Authors: | Jason Anderson (ORCID |
| Source: | Educational Review. 2026 78(1):103-123. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Literature Reviews, Educational Research, Meta Analysis, Evaluation Methods, Research Methodology, Review (Reexamination) |
| DOI: | 10.1080/00131911.2024.2401079 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | This article critically examines metasummary as a methodology for systematic review that has, to date, been underused in the field of educational research. Because of its ability to combine and report on qualitative, quantitative and mixed methods studies in an integrated fashion, metasummary is potentially able to bridge the often-perceived paradigm divide between these different schools of data collection and analysis. The article begins by identifying key features of systematic review and identifying two broad schools of systematic review procedure in the social science literature. It then discusses more recent developments in mixed methods systematic reviews, focusing in on metasummary as the approach of interest and its potential for use in education. It reviews critically the limited number of metasummaries conducted in educational research to date relative to their adherence to recommended metasummary procedure. The final section of the article offers epistemological justification for more widespread use of metasummary before discussing the potential benefits and shortcomings of the approach. It concludes with methodological guidelines for researchers interested in using the approach in education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502776 |
| Database: | ERIC |
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