Ongoing developments in meta‐analytic and quantitative synthesis methods: Broadening the types of research questions that can be addressed

The purpose of this paper is to outline ongoing developments in meta‐analytic methods and quantitative approaches to synthesising evidence. We discuss the increased awareness by meta‐analysts of the need for methods which better grapple with complex social contexts, and meta‐analysts’ responses to the increasing informational needs of review audiences by developing methods are that are more fit for purpose and fit for use than their predecessors. Models of meta‐analysis that we cover include both aggregative (e.g., classical meta‐analysis) and configurative approaches (including subgroup analyses, meta‐regression and multilevel analyses, multiple outcome analyses, and network meta‐analysis). We then consider the role of additional data sources and multi‐method approaches to synthesis by focusing on mixed methods synthesis, the use of largescale datasets and individual participant data, and qualitative comparative analysis. We highlight key issues for meta‐analysis in educational research (publication bias and interpreting meta‐analytic results). We end with reflections on the relation between meta‐analytic methods and theory, and a discussion of how meta‐analysis in education can move forward. Throughout, we place a particular emphasis on the importance of using a method that is appropriate for the research question, and how emerging methods allow us to address a broader range of research questions.