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Meta-analytic studies are syntheses of literature in which researchers use statistical means to summarize the findings presented across primary studies. They are of great interest in the fields of medicine and social sciences with numerous examples published in peer-reviewed journals. However, it appears that career and technical education (CTE) researchers are either not performing these research syntheses, or are not publishing their findings. Thus, there are three purposes to this manuscript. The first is to present CTE researchers and practitioners with a rationale as to why meta-analyses should be performed. The second is to provide guidelines that researchers and practitioners use to perform their own meta-analyses. The third is to provide suggestions that researchers and practitioners can use to disseminate the results of their meta-analyses. The manuscript concludes with a listing of suggested areas for future research.

The ability to engage in positive social interactions is an important goal for young children with developmental disabilities (DDs). Peer-mediated intervention (PMI), one category of interventions often employed with those who show social skill deficits, involves use of typical peers who live model appropriate behaviors. A second frequent category uses videos of actors who model appropriate behaviors, video modeling (VM). There were two purposes of this study. The first was to compare the relative effectiveness of peer networking (PN), a type of PMI, and peer video modeling (PVM), a type of VM, to determine which was better at increasing the number of positive verbal social interactions performed by young children with DDs. The second was to determine whether the positive effects of the best treatment generalized to the playground. Mixed findings revealed that PN was more effective than PVM for a child with autism and for a child with language delays with evidence of generalization and that both were equally effective for a third child. Neither was effective for the fourth and fifth participants.

Research in teacher preparation programs in Institutes of Higher Education (IHE) suggests that diverse and non-traditional students face barriers and challenges within teacher preparation programs (Widiputers et al., 2017). Diverse students include non-traditional students, first-generation students, students who have work responsibilities, who may have family or other care-giving responsibilities, students with disabilities, students living in poverty, and may also include culturally and linguistically diverse students. Issues such as unpaid practicum hours (similar to an internship), conflicting course and work schedules, attendance policies, due dates/late work policies, course expectations that value verbal participation, office hours not available when students are available, and how often courses are offered (e.g., yearly vs every semester) negatively impact diverse student populations. Many of these decisions are made at the preference of administration and tenured and established faculty while others are left-over from a time when students did not have to balance the work and family requirements many students face today. As we attempt to increase representation of students in teacher prep programs, the policies and practices to meet their unique situations have not been equitably incorporated into the daily practices in higher education. This continues to maintain of the status quo rather than increasing the diversity of teachers in the workforce as the diversity of teacher candidates has not increased to represent the diversifying population despite efforts (United States Department of Education, 2016). Many junior faculty may engage or attempt to engage in disrupting the status quo to create and implement policies that respond to students' needs that result in increased support for students from backgrounds that are disproportionately impacted by traditional practices. Junior faculty can serve as change agents if IHE can recognize the tremendous time and effort that goes into making sustainable change within the college and surrounding educational systems. Recognizing the barriers to junior faculty and providing support to do this challenging work and remain on target for promotion and tenure is critical. Tenure protections ensure faculty can be leaders in sustained change and establishes them as leaders within IHE and in their professional fields and disciplines. Establishing support systems, especially from administration, within the university and community can support junior faculty and accelerate the timeline or target systems open and more responsive to change.

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