Performance Feedback Enhances Instructional Practices in Preservice Special Education Teachers

Strategic Insights -

A new meta-analysis examines the effectiveness of performance feedback in training preservice special education teachers. The research, conducted by a team from the University of North Carolina Greensboro, systematically evaluated 27 studies that met the rigorous standards of the What Works Clearinghouse (WWC). The analysis found a strong impact of performance feedback interventions on enhancing preservice teachers' instructional practices, with a weighted aggregated mean treatment effect estimate of .91 (Tau-U) and 2.59 (Between-Case Standardized Mean Difference). The study contributes to the literature by providing robust evidence supporting the classification of performance feedback as an evidence-based practice for preservice special education teacher preparation.

Key Takeaways:

  • The meta-analysis evaluated 27 studies on performance feedback for preservice special education teachers, meeting the WWC design standards for Single-Case Experimental Research.
  • 15 studies, encompassing 56 preservice special education teachers, met the WWC design standards with and without reservation.
  • The weighted aggregated mean treatment effect estimates were .91 (Tau-U) and 2.59 (Between-Case Standardized Mean Difference), demonstrating a strong impact of performance feedback on enhancing preservice teachers' instructional practices.
  • The study categorized performance feedback as an evidence-based practice for preservice special education teacher preparation, meeting the stringent criteria set forth by the WWC.
  • The findings highlight the potential of performance feedback to shape effective teaching behaviors among preservice special education teachers.
  • The study addresses key gaps in extant literature and supports recommendations for future research.

Statistics:

  • The meta-analysis included 27 studies on performance feedback for preservice special education teachers.
  • 15 studies met the WWC design standards with and without reservation.
  • The weighted aggregated mean treatment effect estimates were .91 (Tau-U) and 2.59 (Between-Case Standardized Mean Difference).
  • Treatment effect estimates demonstrated a strong impact of performance feedback interventions on enhancing preservice teachers' instructional practices.
  • The study evaluated 56 preservice special education teachers across the 15 included studies.

Sources:

  • A Meta-analysis of Performance Feedback As an Evidence-based Practice In Special Education Teacher Preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2025;48(3):169-191.
  • University of North Carolina Greensboro, 2025 (authors: Serife Balikci, Marcia L. Rock, Salih Rakap, and Emrah Gulboy)
  • What Works Clearinghouse, 2025 (design standards for Single-Case Experimental Research)
  • Sage Publications Inc, 2025 (contact information: 2455 Teller Rd, Thousand Oaks, CA 91320, USA)