Unpacking Assumptions in Research Synthesis: A Critical Construct Synthesis Approach

Autor/inn/en	Wolgemuth, Jennifer R.; Hicks, Tyler; Agosto, Vonzell
Titel	Unpacking Assumptions in Research Synthesis: A Critical Construct Synthesis Approach
Quelle	In: Educational Researcher, 46 (2017) 3, S.131-139 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Synthesis; Educational Research; Evidence Based Practice; Evaluation Methods + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung
Abstract	Research syntheses in education, particularly meta-analyses and best-evidence syntheses, identify evidence-based practices by combining findings across studies whose constructs are similar enough to warrant comparison. Yet constructs come preloaded with social, historical, political, and cultural assumptions that anticipate how research problems are framed and solutions formulated. The information research syntheses provide is therefore incomplete when the assumptions underlying constructs are not critically understood. We describe and demonstrate a new systematic review method, critical construct synthesis (CCS), to unpack assumptions in research synthesis and to show how other framings of educational problems are made possible when the constructs excluded through methodological elimination decisions are taken into consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01