Designing a Metasynthesis Study in ..

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.

Designing a Metasynthesis Study in Pediatric Oncology Nursing ..

The findings of each study formed the data for the metasynthesis.

Meta Synthesis | Qualitative Research | Interdisciplinarity

Purpose of the Study: Optimal mobility is an important element of healthy aging. Yet, older adults' perceptions of mobility and mobility preservation are not well understood. The purposes of our study were to (a) identify studies that report older adults' perceptions of mobility, (b) conduct a standardized methodological quality assessment, and (c) conduct a metasynthesis of the identified studies. Design and Methods: We included studies with community-dwelling adults aged =65 years, focused on perceptions of mobility pertaining to everyday functioning, used qualitative methods, and were cited in PubMed, Embase, CINAHLPlus, or Geobase databases. Study quality was appraised using the McMaster University Tool. Results: Out of 748 studies identified, 12 met inclusion criteria. Overall quality of the studies was variable. Metasynthesis produced 3 overarching themes: (a) mobility is part of sense of self and feeling whole, (b) assisted mobility is fundamental to living, and (c) adaptability is key to moving forward. Implications: Older adults' perceptions of mobility can inform interventions that would involve actively planning for future mobility needs and enhance the acceptance of the changes, both to the older adult and the perceived response to changes by those around them.

Qualitative Metasynthesis Project

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K-12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry-based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K-12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry-based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families' funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness-raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry-based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering-related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.

we focus on examining the phases of metasynthesis, using a study of patients’ duties as an example.
This study performed a meta-analysis and research synthesis of the effects of ..

Nurses’ experiences of working in organizations …

AB - Background: As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood education has advocated for teachers to employ developmentally appropriate practices to ready young children for school success. Yet, empirically, the quantitative studies that have examined the impact of these practices on children's cognitive development have produced mixed results. Absent from these debates are qualitative research studies exploring this topic. Purpose of Study: To address this issue, this article presents findings from a qualitative metasynthesis that studied whether teachers and/or administrators were engaging in developmentally appropriate practices, and if so, how such practices might influence children's cognitive development. Research Design: This qualitative metasynthesis used a template analysis to code 12 peer-reviewed qualitative studies that were based on original research, took place in the United States, and involved practicing teachers and administrators who worked in early childhood settings (birth through Grade 3). Findings: The findings appear to demonstrate a positive influence of teachers' developmentally appropriate practices on children's cognitive development and a negative influence from practices that contrast with this construct. These findings also reveal the need to continue to refine the conception of these practices as well as additional research that examines the influence of such practices on children's development. Conclusion: It appears that developmentally appropriate practices can positively influence children's cognitive development. Still, it is uncertain as to what these benefits mean in terms of student outcomes, which has become a fundamental issue for publicly funded early education programs. This metasynthesis points to the need for further research that uses a range of measures to examine the influence of developmentally appropriate practices on children rather than teachers. Such work should pay attention to children's cognitive development as well as attend to children's cultural backgrounds. By doing so, it could help inform the fields of early and elementary school education about the impact of developmentally appropriate practices on children's development so that educators across both contexts can provide instructional practices that ready young children for school success.

Integrating Research Evidence: Metaanalysis & Metasynthesis

N2 - Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K-12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry-based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K-12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry-based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families' funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness-raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry-based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering-related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.

utilizing principles of metasynthesis

N2 - Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.