High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

• Michelle M. Cumming ^[1] ; Elizabeth Bettini ^[2] ; Jason C. Chow ^[3]
  1. [1] Florida International University

     Florida International University

     Estados Unidos

     
  2. [2] Boston University

     Boston University

     City of Boston, Estados Unidos

     
  3. [3] University of Maryland, College Park

     University of Maryland, College Park

     Estados Unidos

     

  Mostrar afiliaciones +
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 89, Nº. 4, 2023, págs. 412-431
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • High-quality systematic literature reviews provide a systematic process for identifying, synthesizing, and critiquing multiple studies and, in turn, inform theory, research, practice, and policy. With a focus on special education systematic reviews, we propose four core principles (i.e., coherence, contextualization, generativity, and transparency) to guide scholars in conducting meta-analyses, systematic narrative reviews, and qualitative meta-syntheses. Specifically, we articulate how scholars can promote each of these principles at each stage of the review process to enhance the rigor, relevance, and credibility of their systematic review: (a) framing the problem and research questions; (b) planning procedures to identify, analyze, and synthesize studies; and (c) presenting and interpreting results. Last, we discuss future directions in light of issues of equity and approaches to bridge synthesis findings and practice and policy.