IDEAS home Printed from https://ideas.repec.org/a/ibn/hesjnl/v10y2020i1p29.html
   My bibliography  Save this article

Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education

Author

Listed:
  • Carl J. Dunst
  • Deborah W. Hamby
  • Robin B. Howse
  • Helen Wilkie
  • Kimberly Annas

Abstract

Findings from a meta-analysis of meta-analyses of 14 different types of preservice student and beginning teacher preparation practices are described. The research synthesis included 118 meta-analyses and 12 other research studies of preservice practices-preservice student and beginning teacher outcomes. The research reports included between 5000 and 6000 studies and an estimated 2.5 to 3 million study participants. The outcomes included two different teacher quality measures and two different preservice student and beginning teacher measures. Mean difference effect sizes, confidence intervals for the average effect sizes, and generalized patterns of results were used to identify very high impact, high impact, medium impact, low impact, and no impact preservice practices. Results showed that clinically rich field experiences (extended and limited student teaching), learning experiences that included multiple opportunities for deliberate practice, faculty and school-based coaching, clinical supervision and performance feedback, different types of experiences and opportunities to learn to teach, course-based experiential learning experiences, and cooperative learning opportunities stood out as especially important practices that were related to optimal preservice and beginning teacher outcomes. The patterns of results are consistent with a practice-based approach to teacher preparation where the focus of preservice and beginning teacher education is the learning experiences and opportunities to learn and use optimal effective teaching practices.

Suggested Citation

  • Carl J. Dunst & Deborah W. Hamby & Robin B. Howse & Helen Wilkie & Kimberly Annas, 2020. "Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education," Higher Education Studies, Canadian Center of Science and Education, vol. 10(1), pages 1-29, March.
    • Handle: RePEc:ibn:hesjnl:v:10:y:2020:i:1:p:29
    as

    Download full text from publisher

    File URL: http://www.ccsenet.org/journal/index.php/hes/article/download/0/0/41392/42849
    Download Restriction: no
    File URL: http://www.ccsenet.org/journal/index.php/hes/article/view/0/41392
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Wiernik, Brenton M. & Kostal, Jack W. & Wilmot, Michael P. & Dilchert, Stephan & Ones, Deniz S., 2017. "Empirical Benchmarks for Interpreting Effect Size Variability in Meta-Analysis," Industrial and Organizational Psychology, Cambridge University Press, vol. 10(3), pages 472-479, September.
    2. Stanley Pogrow, 2019. "How Effect Size (Practical Significance) Misleads Clinical Practice: The Case for Switching to Practical Benefit to Assess Applied Research Findings," The American Statistician, Taylor & Francis Journals, vol. 73(S1), pages 223-234, March.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rafał Gerymski & Wiktoria Magoń, 2023. "Chemsex and Sexual Well-Being in Young Polish Men," IJERPH, MDPI, vol. 20(12), pages 1-11, June.
    2. Elson, Malte, 2019. "Examining Psychological Science through Systematic Meta-Method Analysis: A Call for Research," MetaArXiv cj7xf, Center for Open Science.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:hesjnl:v:10:y:2020:i:1:p:29. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.