Meta-Analysis Projects | MOSAIC
MOSAIC experts have extensive experience and have completed work in a variety of areas of meta-analysis, to ensure a thorough review of your research question. Explore MOSAIC's meta-analysis projects, below.
The Development of Gender Stereotypes About STEM Abilities: A Meta-Analysis
Population: Postsecondary
Topic: Workforce; Education; Meta-analysis; Systematic Literature Review
The belief that girls and women are predisposed to perform poorly in STEM could potentially have a compounding, lifelong impact. This project uses meta-analysis to understand the postsecondary and workforce contexts in which bias against women in STEM remains especially pernicious and the interventions that can most effectively reduce such biases.
Improving Undergraduates’ Motivation and Retention in STEM Through Classroom Interventions: A Meta-Analysis
Population: Postsecondary
Topic: Education; Meta-analysis; Systematic Literature Review
AIR is using meta-analysis to examine the impacts of STEM classroom interventions on motivational outcomes and retention for undergraduates in STEM. This project aims to contribute both theoretically and practically to the field by analyzing two largely separate bodies of literature on undergraduate STEM classroom interventions: motivational interventions and instructional interventions.
Identifying and Reducing Gender Bias in STEM: Systematically Synthesizing the Experimental Evidence
Population: Postsecondary
Topic: Workforce; Systematic Literature Review; Meta-analysis
Researchers are debating whether biases against women in science, technology, engineering, and mathematics (STEM) have reduced over time, persist in nearly all training and career contexts, or vary in more nuanced ways across contexts and STEM fields. AIR is synthesizing four decades of research to understand the postsecondary and workforce contexts in which bias against women in STEM remains especially pernicious and the interventions that can most effectively reduce such biases.
What Works Clearinghouse Statistics, Website, and Training (SWAT)
Contact: Alicia Garcia
Topic: Education; Knowledge Translation; Meta-analysis; Systematic Literature Review; Meta-analysis Training; Synthesis Methods
The What Works Clearinghouse (WWC) is a leading federal source of evidence-based information about education programs, policies, and interventions that show promise for improving student outcomes. AIR holds the WWC Statistics, Website, and Training (SWAT) contract whose focus is on updating WWC policies and providing training and support.
The Effects of 5E-Based Interventions: Systematic Review and Innovation Through New Meta-Analysis Methodology
Population: Early childhood/Pre-K
Topic: Education; Synthesis Methods; Meta-analysis; Systematic Literature Review
The Engagement, Exploration, Explanation, Elaboration, Evaluation (5E) instructional model was first introduced in 1990 and is ubiquitously used in STEM education. Using a rigorous systematic review methodology, AIR is identifying all published and unpublished studies that use a high-quality study design to evaluate the effects of the 5E instructional model and its derivatives.
Modern Meta-Analyses Research Institute
Population: Adults (ages 18+)
Topic: Education; Meta-analysis; Meta-analysis Training
The Modern Meta-Analyses Research Institute (MMARI) is an NSF-funded five-day intensive workshop aimed at STEM researchers interested in learning how to conduct a systematic review and meta-analysis. The goal is to provide a comprehensive introduction to state-of-the-art methods, including the use of the program R.
Meta-Analysis Training Institute
Population: Adults (ages 18+)
Topic: Education; Meta-analysis Training; Meta-analysis
The Meta-Analysis Training Institute (MATI) is a weeklong intensive workshop aimed at researchers interested in conducting Institute of Education Sciences-funded meta-analyses of important research topics. AIR trains researchers in state-of-the-art advanced meta-analytic methods that are less commonly taught in other courses and workshops on meta-analysis.
Examining Heterogeneity in English Learner Program Effects with Meta-Analysis
Population: Early childhood, Pre-K
Topic: Education; Meta-analysis; Systematic Literature Review
AIR is conducting a systematic review and meta-analysis to examine sources of heterogeneity in English learner program effects. This study will focus on the following broad sources of effect heterogeneity: student, teacher, or school characteristics; program type and program features; outcomes; settings or context; and design and methodological features.
How Learning Forward’s Professional Learning Standards Are Associated with Teacher Instruction and Student Achievement: A Meta-Analysis
Population: Kindergarten
Topic: Education; Meta-analysis; Systematic Literature Review
In this project, AIR conducted a systematic review and meta-analysis to examine how Learning Forward’s Professional Learning Standards are associated with teacher instructional and student achievement outcomes.
Effects of Postsecondary Student Grant Aid Programs: Systematic Review and Meta-Analysis
Population: Postsecondary
Topic: Education; Meta-analysis; Systematic Literature Review
Each year considerable resources are allocated to help students pay the costs of attending college. The research team conducted a meta-analysis to estimate the effects of different types of college financial aid programs on college student outcomes from initial enrollment to post-college labor market outcomes.
Distance Learning Review
Population: Early childhood through postsecondary
Topic: Education; Meta-analysis; Systematic Literature Review
The COVID-19 pandemic required educators and school administrators to understand the available distance learning models and programs for students who attend school from a remote location. This WWC rapid evidence review revealed that several K–8 distance learning programs, but only one high school program Met WWC Group Design Standards. In addition, a meta-analysis found that, on average, students in the distance learning programs improved in the English language arts outcome domain but not in mathematics.
Exploring Heterogeneity in Mathematics Intervention Effects Using Meta-Analysis
Population: Kindergarten
Topic: Education; Meta-analysis; Systematic Literature Review
MOSAIC researchers conducted the largest-ever quantitative synthesis of math interventions’ effects on U.S. preK-12 student math achievement, aiming to understand what works and in what contexts. The study found that interventions improved math achievement overall, but effects varied widely, depending on factors such as who delivered the intervention and how it was measured.
The Consequences of School Violence: A Systematic Review and Meta-Analysis
Population: Elementary school (grades 1-5)
Topics: Health; Meta-analysis; Systematic Literature Review
The daily challenges resulting from all types of school violence, including physical aggression and bullying, have the potential to affect students’ mental health, school performance, and involvement in criminal or delinquent acts. AIR conducted a systematic review and meta-analysis of the literature to clarify how and how much school violence relates to these outcomes by synthesizing the longitudinal relations.
A Systematic Review and Meta-Analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization
Population: Elementary school (Grades 1 – 5)
Topic: Social Welfare; Meta-analysis; Systematic Literature Review
The goal of this project was to synthesize the literature on the effects of prevention programming on reducing cyberbullying perpetration and victimization. The search yielded over 50 studies and 100 effect sizes. The results of the meta-analysis revealed that programming is moderately effective in reducing cyberbullying.
How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies
Population: Kindergarten
Topics: Education; Meta-analysis; Systematic Literature Review
AIR conducted a systematic review and meta-analysis of randomized experiments of interventions directed at classroom practice in Grades K-12. The goal was to understand how responsive a teachers' classroom practice is to intervention and whether particular intervention features were associated with improvements in classroom practice outcomes.
Vocational and Business Training to Increase Women’s Participation in Higher Skilled Occupations in Developing Countries
Population: Adults (Ages 18+)
Topics: International Development; Meta-analysis; Systematic Literature Review
AIR conducted a systematic review to examine the impact of vocational and business training on women's labor market outcomes in low-and middle-income countries. The project team used quantitative and qualitative meta-synthesis techniques to examine the trainings' impacts on women's employment and income and to assess structural barriers to training effectiveness.
Systematic Review of Women's Self-Help Group Programs
Population: Adults (Ages 18+)
Topics: International Development; Meta-analysis; Systematic Literature Review
Self-help groups are implemented around the world to empower women, supported by many developing countries' governments and donor agencies. AIR conducted a systematic review and meta-analysis to examine the impact of economic self-help group programs on women's economic, social, psychological, and political empowerment in low- and middle-income countries.
The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta‑Analytic Review
Population: Early childhood/Pre-K
Topics: Education; Meta-analysis; Systematic Literature Review
In partnership with REL Appalachia, AIR conducted a systematic review and meta-analysis of the effects of increased learning time—extending either the school day or school year—on student academic and nonacademic outcomes. Only studies that met WWC standards were included, resulting in a pool of 30 studies.
California Comprehensive Early Learning Plan
Population: Early childhood/Pre-K
Topics: Education; Meta-analysis; Systematic Literature Review
This plan addressed the entire range of policies and programs affecting children from birth to age 5 in California as required by the American Recovery and Reinvestment Act's (ARRA's) funds supporting the State Advisory Council on early learning. AIR compiled data from multiple sources and completed a meta-analysis on the status of children and early learning opportunities in California.
Children’s Access to Print Material and Education-Related Outcomes: Findings from a Meta-Analytic Review
Population: Early childhood/Pre-K
Topic: Education; Meta-analysis; Systematic Literature Review
Those favoring continued funding for programs that increase children’s access to print material use findings from four disparate lines of research to support their argument, rather than direct evidence of program impacts. AIR conducted a systematic review and meta-analysis to examine whether the efficacy of such programs is supported by direct evidence.