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The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms

The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion... Abstract: This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the study. The study provides support for teacher coaching with performance feedback as an effective method for teacher training. Favorable teacher responses indicate it may be an acceptable source of professional development. Future researchers may explore introducing other teaching strategies and feedback on other dependent variables into the teacher coaching sessions. Limitations are inconclusive findings on the effectiveness of BSPS to influence student time on-task. Future research should include a more sensitive, systematic measurement of on-task and disruptive behaviors. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms

Education and Treatment of Children , Volume 34 (2) – Apr 20, 2011

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Publisher
West Virginia University Press
Copyright
Copyright © West Virginia University Press
ISSN
1934-8924
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Abstract

Abstract: This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the study. The study provides support for teacher coaching with performance feedback as an effective method for teacher training. Favorable teacher responses indicate it may be an acceptable source of professional development. Future researchers may explore introducing other teaching strategies and feedback on other dependent variables into the teacher coaching sessions. Limitations are inconclusive findings on the effectiveness of BSPS to influence student time on-task. Future research should include a more sensitive, systematic measurement of on-task and disruptive behaviors.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Apr 20, 2011

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