Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective

被引:148
作者
Suri, Harsh [1 ]
Clarke, David [2 ]
机构
[1] Monash Univ, Ctr Advancement Learning & Teaching, Clayton, Vic 3800, Australia
[2] Univ Melbourne, ICCR, Melbourne, Vic 3010, Australia
关键词
qualitative research; research methodology; research utilization; research synthesis; SYSTEMATIC REVIEWS; META-SYNTHESIS; MULTIVOCAL LITERATURES; EDUCATIONAL-RESEARCH; ISSUES; RIGOR; METASYNTHESIS; VALIDITY; QUESTION; SUBJECT;
D O I
10.3102/0034654308326349
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:395 / 430
页数:36
相关论文
共 163 条
[1]  
*AM ED RES ASS, 2006, REV RES AW
[2]   The place of systematic reviews in education research [J].
Andrews, R .
BRITISH JOURNAL OF EDUCATIONAL STUDIES, 2005, 53 (04) :399-416
[3]  
[Anonymous], 1994, The handbook of research synthesis
[4]  
[Anonymous], EVIDENCE BASED PRACT
[5]  
[Anonymous], HDB RES SYNTHESIS
[6]  
[Anonymous], KNOWLEDGE SOC
[7]  
[Anonymous], EVALUATION RES ED
[8]  
[Anonymous], BRIT ED RES J
[9]  
[Anonymous], 1976, Edu Res, DOI [10.3102/0013189x005010003, DOI 10.2307/1174772, 10.2307/1174772ISSN0536-1036, DOI 10.3102/0013189X005010003, 10.3102/0013189X005010003]
[10]  
Apple MW, 1999, REV EDUC RES, V69, P343