Publication bias is present to a varying degree, with published studies reporting larger belief and student-behavior effects than unpublished studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Publication status moderated effects on beliefs (g = 0.30 published vs. 0.19 unpublished) and student behavior (g = 0.49 vs. 0.17), but not knowledge or skills; funnel-plot symmetry tests suggested symmetry for all outcome categories. → Johanna L. Donath 2023

Evidence¶

Johanna L. Donath 2023¶

Johanna L. Donath, Timo Lüke, Elisabeth Graf, Ulrich S. Tran, Thomas Götz. (2023). Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09752-2

q3 · i? · quant-synthesis · r3

Publication-bias analyses across the meta-analysis, including contour-enhanced funnel plots, Egger regression tests, and publication-status moderators. "Larger effects were reported in published studies (beliefs, g = 0.30 [0.22; 0.38]; student behavior, g = 0.49 [0.28; 0.71])" than unpublished ones.

"Larger effects were reported in published studies (beliefs, g = 0.30 [0.22; 0.38]; student behavior, g = 0.49 [0.28; 0.71]) than in unpublished studies (g = 0.19 [0.13; 0.24], g = 0.17 [0.07; 0.28], respectively)."

Discussion¶

Related Claims¶

• Professional development produces moderate improvements in teachers' skills for implementing inclusive education (g = 0.49) — related
• Published studies of simulation games report substantially larger effects than unpublished studies, indicating publication bias — related
• Egger's test suggests publication bias may be present, with the selection-model adjusted mean effect falling to 0.36 — related
• Journal-published studies show larger concept-mapping effects than dissertations and conference papers (g = 1.039 vs. 0.254) — related
• Moderators of teachers' growth mindset effects include publication year, world region, publication status, dimensionality, referent, content, and study quality — related
• Intervention studies report larger skill effects than cross-sectional studies, but study design does not moderate knowledge, beliefs, or student-behavior effects — related
• Studies published before 1998 report much larger private-schooling civic effects than studies from 1998 onward, which the authors treat as evidence of publication bias limited to earlier studies. — a narrower finding that bears on this claim