The DOI matches its Crossref record; 27 of the 28 references it cites were found in a registry or an index.
Empirical bayes meta-analysis.
Abstract
As interest in quantitative research synthesis grows, investigators increasingly seek to use information about study features—study contexts, designs, treatments, and subjects—to account for variation in study outcomes. To facilitate analysis of diverse study findings, a mixed linear model with fixed and random effects is presented and illustrated with data from teacher expectancy experiments. This strategy enables the analyst to (a) estimate the variance of the effect size parameters by means of maximum likelihood; (b) pose a series of linear models to explain the effect parameter variance; (c) use information about study characteristics to derive improved empirical Bayes estimates of individual study effect sizes; and (d) examine the sensitivity of all substantive inferences to likely errors in the estimation of variance components.
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“Raudenbush and Bryk (1985) have recommended that the use of hierarchical linear modeling may be more optimal to account for the nesting of studies within a meta-analysis and this would improve the fidelity of the estimation.”
From The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020) · cites this paper as Raudenbush and Bryk, 1985
In the citing paper
“However, a single parameter cannot adequately summarize heterogeneous effects (Raudenbush and Bryk, 1985) and so focusing on μ alone is usually insufficient.”
From A Re-Evaluation of Random-Effects Meta-Analysis (2009) · cites this paper as Raudenbush and Bryk, 1985
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Metadata
- Authors
- Raudenbush, S. W., & Bryk, A. S.
- Affiliations
- Michigan State University (US)
- University of Chicago (US)
- Venue
- Journal of Educational Statistics
- Published
- 1985-06
- Volume
- 10
- Issue
- 2
- Pages
- 75-98
- ISSN
- 0362-9791 (ISSN-L)
- OpenAlex
- W2043466393
- Cited by
- 299
- References
- 28
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 11 · 2023: 14 · 2022: 12 · 2021: 11 · 2020: 14 · 2019: 9 · 2018: 7 · 2017: 6 · 2016: 7 · 2015: 9 · 2014: 11 · 2013: 14 · 2012: 14
- FWCI
- 8.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Statistics (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Spencer Foundation
- Harvard University
- Topics
- Social Sciences › Decision Sciences › Statistics, Probability and Uncertainty › Meta-analysis and systematic reviews
- Physical Sciences › Mathematics › Statistics and Probability › Statistical Methods and Bayesian Inference
- Social Sciences › Education › Educational Research and Methods
- Keywords
- empirical Bayes, meta-analysis, linear mixed models, random effects, effect size heterogeneity, study characteristics, teacher expectations, variance component estimation, sensitivity analysis
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