This response aims to critically evaluate the methodology and aims of the meta-analytic review written by Maggin and Johnson (2014). The present authors systematically provide responses for each of the original criticisms and highlight concerns regarding Maggin and Johnson's methodology, while objectively describing the current state of evidence…

Smith (2012) has provided pertinent observations on our recently published meta-analytic review (Szalma & Hancock, 2011) of the effects of acoustic noise on performance. His main points are as follows: (a) our review excluded some areas of research; (b) there were conceptual problems with our moderator analyses; and (c) limitations to…

In their examination of the effectiveness of affect regulation strategies, Webb, Miles, and Sheeran (2012) offered the results of a broad meta-analysis of studies on regulatory interventions. Their analysis provides an alternative to our earlier, more focused meta-analysis of the affect regulation literature (Augustine & Hemenover, 2009).…

Augustine and Hemenover (2013) were right to state that meta-analyses should be accurate and generalizable. However, we disagree that our meta-analysis of emotion regulation strategies (Webb, Miles, & Sheeran, 2012) fell short in these respects. Augustine and Hemenover's concerns appear to have accrued from misunderstandings of our inclusion…

Reviews of the effects of noise on performance carried out in the 1980s suggested that results depended on the type of noise, nature of the task, and characteristics of the person performing in noise. This general view has been confirmed in the recent meta-analysis and synthesis by Szalma and Hancock (2011). There are, however, some notable…

In a recent article in this journal, Poston and Hanson (2010) reported a meta-analysis of 17 studies on the use of psychological assessment as a therapeutic intervention (PATI) and concluded that "psychological assessment procedures--when combined with personalized, collaborative, and highly involving test feedback--have positive, clinically…

This article describes conceptual and methodological limitations of existing research on the efficacy of early intervention programs. Recent studies using meta-analytic techniques to generate testable hypotheses are reviewed. Recommendations for greater precision in measurement and for improved research design are offered. (DB)

lig appears to provide more useful information and use a more relevant body of literature, representing an advance over earlier studies. (SLD)

nter arguments are presented to defend the author's data selection practices and to point out pitfalls in Baker's critique. (SLD)

Offers preliminary evidence of the effectiveness of outcomes endorsement, which evaluates institutional effectiveness using a set of student-centered, measurable goals established in conjunction with an external peer team. Indicates that the team assists in goal selection, measure selection, plan development, and intervention documentation.…

The article offers a critical inspection of the effectiveness of resource room programs in serving students with disabilities. Types of resource models (categorical, cross-categorical, noncategorical, specific skill, and itinerant) are described. Also noted are ethical considerations (segregation versus integration) and suggested improvements in…

The meta-analysis by A. C. Willig of bilingual education evaluation literature was not successful in comparison with and did not replicate the Baker and de Kanter narrative review. Willig's conclusion that bilingual education is effective is not supported by the analysis. (SLD)

A brief survey of several comprehensive reviews of studies of the effects of desegregation on black achievement makes it clear that the experts are still in disagreement, and it is in the hope of finally bringing about a consensus on the subject that the National Institute of Education (NIE) has established a representative panel of experts to…

This paper analyzes the 19 studies presented to the National Institute of Education's (NIE) panel on the effects of school desegregation on black achievement and discusses the author's own findings. The author concludes that desegregation did not cause any decrease in black achievement generally, nor did it cause any increase in math achievement.…

The decision by the National Institute of Education panel on the effects of school desegregation to select (for meta-analysis) a small group of preferred studies based upon criteria chosen in advance of examining the studies was, in principle, a mistake. One usually cannot know until the data have been examined which of several competing…