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The study reviewed 103 meta-analyses of school-based academic interventions and coded stakeholder engagement, reporting of population/setting/intervention details and moderation tests, and accessibility via effect sizes and visualizations. Findings showed limited stakeholder involvement, common reporting for grade level, rare attention to costs, uncommon effect-size transformations, and reliance on traditional forest plots.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-meta-review-of-education-meta-analyses-relevance-applicability-and-accessibility-of-findings/590380/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-meta-review-of-education-meta-analyses-relevance-applicability-and-accessibility-of-findings/590380.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this meta-review?","Question",{"text":112,"@type":113},"It evaluates the extent to which education meta-analyses use strategies that increase the relevance, applicability, and accessibility of findings for practitioners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many education meta-analyses were reviewed and what was coded?",{"text":117,"@type":113},"The study reviewed 103 meta-analyses and coded stakeholder engagement, reporting of study characteristics and moderator analyses, and accessibility to wider audiences using effect size metrics and visualizations.",{"name":119,"@type":110,"acceptedAnswer":120},"What visualization method was most commonly used?",{"text":121,"@type":113},"Traditional forest plots were the most prevalent visualization method.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590380,1792949686,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–16 DOI: 10. 1177/23328584251389562  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nA Meta-Review of Education Meta-Analyses: Relevance, Applicability,  \nand Accessibility of Findings  \nMarta Pellegrini  \nDepartment of Education, Psychology, Philosophy, University of Cagliari  \nElizabeth Day  \nHEDCO Institute for Evidence-Based Educational Practice, University of Oregon  \nHannah F. Scarbrough  \nCollege of Education and Human Development, Georgia State University  \nTherese D. Pigott  \nCollege of Education and Human Development, Georgia State University  \nOne of the key goals of meta-analyses is to provide educators with relevant evidence to guide their decisions in practice. This meta-review examined the extent to which education meta-analysts have used strategies that likely increase the relevance, applicability, and accessibility of research to practitioners. We reviewed 103 meta-analyses of school-based academic interventions, coding for: (a) stakeholder engagement in review phases; (b) reporting of study population, setting, and intervention characteristics and testing them as moderators; and (c) accessibility of the findings to a wide audience using effect size metrics and visualizations. We found limited stakeholder involvement. Certain characteristics such as grade level were commonly reported and used to explored heterogeneity, while others, like material and training costs, were rarely considered.  \nEffect size transformations were not common, and traditional forest plots were the most prevalent visualization method. We propose future research directions to improve the relevance, applicability, and accessibility of meta-analysis findings for educational practice.  \nKeywords: research utilization, systematic review, program evaluation, meta-analysis, non-research audience, use of research evidence  \nReseaRcheRs, policymakers, and educators have made great strides in recent decades to better connect research, policy, and practice (Oliver et al., 2014) . This is especially true in the field ofK–12 education across the globe due to increased recognition of the complexity of the decision-making process, awareness of the mismatch between researcher and educator professional cultures and emphasizing the value of involving educators in the research process to help overcome this mismatch (Farley-Ripple, 2021; Organization for Economic Co-operation and Development [OECD], 2025) . While the gap between research and practice may be narrowing, more work still needs to be done, particularly in the  \nfield of evidence synthesis research (Maynard, 2024) .  \nEvidence syntheses, such as systematic reviews with or without meta-analysis, are an important yet understudied area in the field of research on research use, which is surprising given the exponential growth of evidence syntheses in  \nrecent decades and the uptick in financial investment in them (Hoffmann et al., 2021; Maynard, 2024) . Further, meta-analyses, which statistically synthesize effects across multiple studies, allow estimation and exploration of the sources of variability of effects across contexts, and can offer insights into uncertainties that may arise when individual studies present conflicting results (Yuan & Hunt, 2009) . Despite the potential benefits of these findings from meta-analyses, prior studies offer little evidence that they are regularly used in educational decision-making (Slavin, 2020) .  \nTo help explain this gap, scholars have posited that metaanalyses fall short in their relevance, applicability, and accessibility to educational audiences, but few studies have systematically mapped these shortcomings onto recent literature (Day et al., 2025a; Maynard, 2024). Detailing how and in what ways evidence synthesis r","cbCaiqOmkiLpcZAe","https://ap.wps.com/l/cbCaiqOmkiLpcZAe","pdf",1500865,16,"English","# Conceptual framework and definitions\n## Use of evidence types (instrumental, conceptual, tactical)\n# Review scope and coding strategy\n## Stakeholder engagement in review phases\n## Reporting characteristics and moderation tests\n## Accessibility to broad audiences\n# Key findings\n## Stakeholder involvement\n## Reported moderators and seldom-considered costs\n## Effect size transformations and visualization methods\n# Implications and future research directions","[{\"question\":\"What is the purpose of this meta-review?\",\"answer\":\"It evaluates the extent to which education meta-analyses use strategies that increase the relevance, applicability, and accessibility of findings for practitioners.\"},{\"question\":\"How many education meta-analyses were reviewed and what was coded?\",\"answer\":\"The study reviewed 103 meta-analyses and coded stakeholder engagement, reporting of study characteristics and moderator analyses, and accessibility to wider audiences using effect size metrics and visualizations.\"},{\"question\":\"What visualization method was most commonly used?\",\"answer\":\"Traditional forest plots were the most prevalent visualization method.\"}]","A Meta-Review of Education Meta-Analyses: Relevance, Applicability, and Accessibility of Findings | PDF",1792069514]