| 1. |
- Armeni, Kristijan, et al.
(författare)
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Towards wide-scale adoption of open science practices : The role of open science communities
- 2021
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Ingår i: Science and Public Policy. - : Oxford University Press. - 0302-3427 .- 1471-5430. ; 48:5, s. 605-611
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Tidskriftsartikel (refereegranskat)abstract
- Despite the increasing availability of Open Science (OS) infrastructure and the rise in policies to change behaviour, OS practices are not yet the norm. While pioneering researchers are developing OS practices, the majority sticks to status quo. To transition to common practice, we must engage a critical proportion of the academic community. In this transition, OS Communities (OSCs) play a key role. OSCs are bottom-up learning groups of scholars that discuss OS within and across disciplines. They make OS knowledge more accessible and facilitate communication among scholars and policymakers. Over the past two years, eleven OSCs were founded at several Dutch university cities. In other countries, similar OSCs are starting up. In this article, we discuss the pivotal role OSCs play in the large-scale transition to OS. We emphasize that, despite the grassroot character of OSCs, support from universities is critical for OSCs to be viable, effective, and sustainable.
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| 2. |
- Batinovic, Lucija, 1997-, et al.
(författare)
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Ageism in Hiring: A Systematic Review and Meta-analysis of Age Discrimination
- 2023
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Ingår i: Collabra: Psychology. - : University of California Press. - 2474-7394. ; 9:1
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Tidskriftsartikel (refereegranskat)abstract
- We aimed to identify effect sizes of age discrimination in recruitment based on evidence from correspondence studies and scenario experiments conducted between 2010 and 2019. To differentiate our results, we separated outcomes (i.e., call-back rates and hiring/invitation to interview likelihood) by age groups (40-49, 50-59, 60-65, 66+) and assessed age discrimination by comparing older applicants to a control group (29-35 year-olds). We conducted searches in PsycInfo, Web of Science, ERIC, BASE, and Google Scholar, along with backward reference searching. Study bias was assessed with a tool developed for this review, and publication bias by calculating R-index, p-curve, and funnel plots. We calculated odds ratios for callback rates, pooled the results using a random-effects meta-analysis and calculated 95% confidence intervals. We included 13 studies from 11 articles in our review, and conducted meta-analyses on the eight studies that we were able to extract data from. The majority of studies were correspondence studies (k=10) and came largely from European countries (k=9), with the rest being from the U.S. (k=3) and Australia (k=1). Seven studies had a between-participants design, and the remaining six studies had a within-participants design. We conducted six random-effects meta-analyses, one for each age category and type of study design and found an average effect of age discrimination against all age groups in both study designs, with varying effect sizes (ranging from OR = 0.38, CI [0.25, 0.59] to OR = 0.89, CI [0.81, 0.97]). There was moderate to high risk of bias on certain factors, e.g., age randomization, problems with application heterogeneity. Generally, there’s an effect of age discrimination and it tends to increase with age. This has important implications regarding the future of the world’s workforce, given the increase in the older workforce and later retirement.
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| 3. |
- Buchanan, Erin M., et al.
(författare)
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Getting Started Creating Data Dictionaries : How to Create a Shareable Data Set
- 2021
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Ingår i: Advances in Methods and Practices in Psychological Science. - : Sage Publications. - 2515-2459 .- 2515-2467. ; 4:1
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Tidskriftsartikel (refereegranskat)abstract
- As researchers embrace open and transparent data sharing, they will need to provide information about their data that effectively helps others understand their data sets’ contents. Without proper documentation, data stored in online repositories such as OSF will often be rendered unfindable and unreadable by other researchers and indexing search engines. Data dictionaries and codebooks provide a wealth of information about variables, data collection, and other important facets of a data set. This information, called metadata, provides key insights into how the data might be further used in research and facilitates search-engine indexing to reach a broader audience of interested parties. This Tutorial first explains terminology and standards relevant to data dictionaries and codebooks. Accompanying information on OSF presents a guided workflow of the entire process from source data (e.g., survey answers on Qualtrics) to an openly shared data set accompanied by a data dictionary or codebook that follows an agreed-upon standard. Finally, we discuss freely available Web applications to assist this process of ensuring that psychology data are findable, accessible, interoperable, and reusable.
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| 4. |
- Carlsson, Rickard, 1984-, et al.
(författare)
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Community Augmented Meta-analysis
- 2021
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Ingår i: Swedish Reproducibility Network (SweRN) and 2nd annual conference of Open Science Community Sweden, Stockholm, November 25, 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The presentation covers an overview of community-augmented meta-analysis (CAMA) and why CAMAs are to be preferred over traditional meta-analyses, for example that CAMAS can easily be updated when new research is published but also that syntheses are accessible and interactive to any user. The presentation also covers newly started and planned CAMAs; Evidence in learning and didactics (ELD) and in Disability research.
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| 5. |
- Carlsson, Rickard, 1984-, et al.
(författare)
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Selected or rejected : Men and women's reactions to affirmative action procedures in hiring
- 2021
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Ingår i: Analyses of Social Issues and Public Policy. - : John Wiley & Sons. - 1529-7489 .- 1530-2415. ; 21:1, s. 874-888
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Tidskriftsartikel (refereegranskat)abstract
- Previous research suggests that affirmative action policies tend to be perceived more negatively by men than by women, and by nonbeneficiaries relative to beneficiaries. However, studies focusing on men as beneficiaries are scarce. The present paper reports the results of two preregistered studies conducted in Sweden. Study 1 investigated gender differences in reactions to being selected for a position based on either a strong or weak type of affirmative action policy. The results revealed that men (relative to women) displayed more negative attitudes, but not stronger resentment, and that a procedure using explicit quotas was perceived more negatively than a softer type of preferential treatment. In Study 2, we experimentally manipulated whether participants imagined being selected or rejected due to the same preferential treatment policy. Again, men displayed more negative attitudes than women, but not stronger resentment. The results further showed that attitudes were negative regardless of whether one was selected or rejected. However, those who were rejected felt stronger resentment than those who were selected. This effect was significant for both men and women, but stronger among women. Implications for research, organizations, and policy-makers are discussed.
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| 6. |
- Kalmendal, André, 1989-, et al.
(författare)
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Protocol: Strategy instruction for improving short‐ and long‐term writing performance on secondary and upper‐secondary students : A systematic review
- 2024
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Ingår i: Campbell Systematic Reviews. - : John Wiley & Sons. - 1891-1803. ; 20:2
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Tidskriftsartikel (refereegranskat)abstract
- This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.
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| 7. |
- Kalmendal, André, 1989-, et al.
(författare)
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Visible learning, best practice or boondoggle? : Challenges in assessing a meta-meta-analysis
- 2023
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Ingår i: Presented at Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America.
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Konferensbidrag (refereegranskat)abstract
- In 2009, John Hattie released the meta-meta-review Visible Learning which summarized 800 meta-analyses into 138 possible influences on student achievement. The influences were all re-coded to a standard metric (Cohen’s d) and ranked based on their effect sizes, ranging from negative (e.g. retention), little effect (e.g., student personality), to strong influences on student achievement (e.g., Response to intervention). To this day, the general criticism has focused on discovering examples of flaws in Hattie’s approach which has been referred to as cherry-picking by proponents of Visible Learning. The purpose of this project is to conduct a rigorous systematic assessment of the presented material. This talk will go through the syntheses made in Visible Learning and also how the quality assessment of the material is done. For example, previous research indicates that several influences have combined meta-analyses despite not having similar population, intervention, comparison groups, outcomes, and study types (PICOS). The talk will also contain a practical demonstration of the codesheet and coding of the influences. The approach taken includes resources when conducting or assessing any type of meta-review.
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| 8. |
- Nilsonne, Gustav, et al.
(författare)
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”Sluta betala för att få publicera forskning”
- 2023
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Ingår i: Svenska Dagbladet. - 1101-2412. ; :2023-03-28
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Vetenskapliga tidskrifter som gömmer sina forskningsresultat bakom betalväggar har spelat ut sin roll. Nu har vi chansen att få 500 miljoner mer till forskning – bara genom att säga nej till tidskrifterna, skriver debattörer.
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| 9. |
- Nilvius, Camilla, 1974-, et al.
(författare)
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Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis
- 2021
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility criteria were adequately sized (N > 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. Comparator could not be another intervention. Only decoding tests from Woodcock Reading Mastery Test-Revised (WRMT) and Test of Word Reading Efficiency (TOWRE) were included.Information sources: Database search was conducted 2019–05-20 in ERIC, PsycINFO, LLBA, WOS, and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated on 2021–03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. A random-effects model was used to analyze the effect sizes (Hedges’ g). Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. The weighted mean effect size across the four included studies was Hedges’ g = 0.31, 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Only four studies met inclusion criteria and all studies had at least some risk of bias. Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
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| 10. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
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Meta-Review of Systematic Reviews in Educational Research : Risk of Bias and Open Practices
- 2022
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Ingår i: 2022 Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As part of a larger meta-review project that aims to assess the quality of systematic reviews of educational intervention, this study provides a snapshot of reviews published between 2019 and 2021. Main goal was to assess the current state of literature and have the best studies published as CAMAs. We looked for reviews that investigated educational interventions’ effectiveness for the k-12 population using experimental designs (RCT, QED, SCD). We searched for systematic reviews in the ERIC database and four journals which publish educational reviews. Studies that were included in the full-text screening were assessed using the ROBIS (risk of bias in systematic reviews) tool, first by assessing if the PICOS fit ours, then moved on to first stage ROBIS screening, which was conducted for all articles included in the full-text reading phase. Preliminary results of the first stage ROBIS screening indicate the lack of preregistration and data sharing practice, no standardized approach in conducting searches and reporting results, and often absent quality check of studies included in the reviews.
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