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This inquiry synthesized empirical findings on job satisfaction published in the first 26 volumes of Educational Administration Quarterly. A 14-stage model for quantitative synthesis was developed and validated to classify, record, and analyze study characteristics found in the synthesis population of EAQ articles. This synthesis yielded 330 distinct job satisfaction research hypotheses and 613 relational effect sizes. Nearly three fourths of these effect sizes were less than .30, that is, less than moderate in magnitude. Meta-analyses were performed for 6 of the 330 research hypotheses; the largest mean effect sizes were found for the relationships between overall job satisfaction and both role ambiguity and role conflict. These findings seem to lend preliminary support to the Situational Model of Job Satisfaction. Recommendations for reporting research findings and future research into job satisfaction follow from these and other findings.

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This study analyzed and synthesized findings from selected studies conducted from 1960 through 1997 regarding effects of school sexuality education on adolescents' sexual knowledge. This purpose was achieved using meta-analysis. Sixty-seven studies that met the selection criteria were included in the meta-analysis. The 67 studies reported 72 outcomes regarding sexual knowledge, which were grouped into six independent variables related to knowledge about sexuality. A weighted effect size method developed by Hedges and Olkin was calculated using all studies. For all studies, 97% of weighted effect sizes were positive. The weighted average effect size on sexual knowledge across all studies of 0.41 was statistically significant, indicating a significant difference occurred between control and experimental groups' mastery of objectives related to sexual knowledge. It was concluded that sexuality education programs positively affect overall sexual knowledge.

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