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Journal Article 1: Curby, T. W., Johnson, P., Mashburn, A. J., & Carlis, L. (2016). Live versus video observations. Journal of Psychoeducational Assessment, 34, 765–781.

Abstract: When conducting classroom observations, researchers are often confronted with the decision of whether to conduct observations live or by using pre-recorded video. The present study focuses on comparing and contrasting observations of live and video administrations of the Classroom Assessment Scoring System–PreK (CLASS-PreK). Associations between versions, mean differences, reliability, and predictive validity were examined. Results generally indicated high correlations between versions. Video codes were slightly lower on average than live codes. Reliability was generally acceptable in terms of Cronbach’s alpha, but multigroup confirmatory factor models suggested some differences between observation types. Finally, CLASS scores based on each observation type indicated some predictive validity of children’s academic achievement, but no observation type was uniformly better. The discussion focuses on why the codes might differ and the implications of those differences.

Journal Article 2: Polanin, J. R., Hennessy, E. A., & Tanner-Smith, E. E. (2016). A review of meta-analysis packages in R. Journal of Educational and Behavioral Statistics, 42, 206–242.

Abstract: Meta-analysis is a statistical technique that allows an analyst to synthesize effect sizes from multiple primary studies. To estimate meta-analysis models, the open-source statistical environment R is quickly becoming a popular choice. The meta-analytic community has contributed to this growth by developing numerous packages specific to meta-analysis. The purpose of this study is to locate all publicly available meta-analytic R packages. We located 63 packages via a comprehensive online search. To help elucidate these functionalities to the field, we describe each of the packages, recommend applications for researchers interested in using R for meta-analyses, provide a brief tutorial of two meta-analysis packages, and make suggestions for future meta-analytic R package creators.

Journal Article 3: Ahn, S., Ames, A. J., & Myers, N. D. (2012). a review of meta-analyses in education methodological strengths and weaknesses. Review of Educational Research, 82, 436–476.

Abstract: The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.