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    Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective

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    Author
    Suri, H; Clarke, D
    Date
    2009-03-01
    Source Title
    Review of Educational Research
    Publisher
    SAGE PUBLICATIONS INC
    University of Melbourne Author/s
    Clarke, David; Suri, Harsh
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Suri, H. & Clarke, D. (2009). Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective. REVIEW OF EDUCATIONAL RESEARCH, 79 (1), pp.395-430. https://doi.org/10.3102/0034654308326349.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/30814
    DOI
    10.3102/0034654308326349
    Abstract
    <jats:p> The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive, critical, and participatory traditions for enhancing trustworthiness, utility, and/or emancipatory potential for research syntheses. Also noted is a paucity of the literature that builds connections between methodologically diverse segments of the literature on research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. The MIRS framework has been conceptualized by distilling and synthesizing ideas, theories, and strategies from the extensive literatures on research synthesis methods and primary research methods. Rather than prescribe how a research synthesis should be conducted or evaluated, this article attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices. </jats:p>
    Keywords
    Specialist Studies in Education

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