Terri Pigott
Professor Educational Policy Studies- Education
B.A. in Psychology, University of Notre Dame, 1983
Ph.D. in Measurement, Evaluation and Statistical Analysis, University of Chicago, 1992
- Specializations
Systematic Review
Meta-analysis
- Biography
Terri Pigott is a professor in the Department of Education Policy Studies in the College of Education & Human Development at Georgia State University. Her research focuses on methodological advances in systematic review and meta-analysis. She has publications focused on outcome reporting bias in education research, methods for addressing problems of missing data in meta-analysis and estimating power for meta-analysis models.
Dr. Pigott was named a Fellow of the American Educational Research Association in 2023. She also received the Frederick Mosteller Award for Distinctive Contributions to Systematic Reviewing from the Campbell Collaboration in 2016.
- Publications
Taylor, J., Pigott, T. D., & Williams, R. T. (2022). Promoting knowledge accumulation about intervention effects: Exploring strategies for standardizing statistical approaches and effect size reporting. Educational Researcher, 51(1), 72-80.
Littell, J. H., Pigott, T. D., Nilsen, K. H., Green, S. J., & Montgomery, O. L. K. (2021). Multisystemic Therapy® for social, emotional, and behavioral problems in youth age 10 to 17: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 2021; 17:e1158.
Polanin, J. R., Pigott, T. D., Espelage, D. L. & Grotpeter, J. (2019). Best practice guidelines for abstract screening large-evidence systematic reviews and meta-analyses. Research Synthesis Methods, 10, 330-342.
Pigott, T. D. & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24-46.
Pigott, T. D., Valentine, J. C., Polanin, J., Williams, R. & Canada, D. (2013). Outcome bias in education research. Educational Researcher, 42, 424-432
Pigott, T. D. & Polanin, J. R. Methodological guidance papers: High-quality meta-analysis in a systematic review. Review of Educational Research, 2019.
Polanin, J. R., Pigott, T. D., Espelage, D. L. & Grotpeter, J. K. (2019). Best practice guidelines for abstract screening large-evidence systematic reviews and meta-analyses. Research Synthesis Methods. https://doi.org/10.1002/jrsm.1354
Pigott, T. D. (2019). Handling missing data. In H. Cooper, L. V. Hedges & J. C. Valentine (Eds.). The Handbook for Research Synthesis and Meta-analysis (3rd ed.). New York: Russell Sage.
Pigott, T. D., Williams, R. T. & Valentine, J. C. (2017). Selective outcome reporting and research quality. In Matthew C. Makel and Jonathon C. Plucker (Eds.)., Toward a more perfect psychology: Improving trust, accuracy and transparency in research. Washington, DC: American Psychological Association.
Pigott, T. D., Valentine, J. C., Polanin, J., Williams, R. & Canada, D. (2013). Outcome bias in education research. Educational Researcher, 42, 424-432.