Estimating the Difference Between Published and Unpublished Effect Sizes

By J. Polanin, E. Tanner‐Smith, E. Hennessy. 2016

222 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/aa8018507c2ab29cd8d022953d157e0a0ccda5e6

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Citations in the corpus

Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “In addition, Spanjers et al. (2015) found in their meta-analysis on blended learning that the inclusion of quizzes positively moderated the effects of blended learning on learning outcomes and satisfaction.”
The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis (2020, background): “The impact of publication bias in education research has been documented to overestimate the size of treatment effects in the population (Polanin et al., 2016).”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “They concluded that this difference was suggestive of publication bias and recommended that unpublished research, such as dissertations and theses, be included in future meta-analyses to mitigate the overestimation of effect sizes (Polanin et al., 2016).”
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools (2021, result): “Because of the known difference between the effect sizes of published and unpublished research (Cheung & Slavin, 2016; Polanin et al., 2016), particular efforts were made”
A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018, background): “Both published and unpublished literature sources were included as recommended by Polanin et al. (2016).”
Publication Bias in Special Education Meta-Analyses (2017, methodology): “In addition, Polanin et al. (2016) noted how publication bias negatively influences primary research.”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Publication bias can be (partially avoided) by also including nonpublished work in a meta-analysis (Polanin et al., 2016).”
Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, methodology): “Furthermore, we carried out analyses to check for publication bias (cf. Pigott & Polanin, 2020; Polanin et al., 2016).”