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Empirical Bayes Meta-Analysis

Author

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  • Stephen W. Raudenbush
  • Anthony S. Bryk

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.

Suggested Citation

  • Stephen W. Raudenbush & Anthony S. Bryk, 1985. "Empirical Bayes Meta-Analysis," Journal of Educational and Behavioral Statistics, , vol. 10(2), pages 75-98, June.
    • Handle: RePEc:sae:jedbes:v:10:y:1985:i:2:p:75-98
    DOI: 10.3102/10769986010002075
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    Citations

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    Cited by:

    1. Julian P. T. Higgins & Simon G. Thompson & David J. Spiegelhalter, 2009. "A re‐evaluation of random‐effects meta‐analysis," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 172(1), pages 137-159, January.
    2. Amanda Kvarven & Eirik Strømland & Conny Wollbrant & David Andersson & Magnus Johannesson & Gustav Tinghög & Daniel Västfjäll & Kristian Ove R. Myrseth, 2020. "The intuitive cooperation hypothesis revisited: a meta-analytic examination of effect size and between-study heterogeneity," Journal of the Economic Science Association, Springer;Economic Science Association, vol. 6(1), pages 26-42, June.
    3. Kadykalo, Andrew N. & Findlay, C. Scott, 2016. "The flow regulation services of wetlands," Ecosystem Services, Elsevier, vol. 20(C), pages 91-103.

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