ABSTRACT
Meta-analytic approaches to research integration involve useful (Green & Hall, 1984) but controversial (Cariberg et al-, 1984; Slavin; 1984) quantitative procedures for integrating findings from primary research studies. The meta-analytic approach has been applied to a wide variety and number of social science research topics, especially in education and psychology, including psychotherapy outcome (Landman & Dawes, 1982; Smith & Glass, 1979). An appropriate use of meta-analysis is as a means of enhancing more traditional approaches to research integration and not necessarily as a replacement for traditional methods (Cariberg et al., 1984; Light & Pillemer, 1984).
