Search results for: Acker Sarah E.

In this study, the authors investigate whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers (2 men and 13 women) enrolled in a field-based graduate special education teacher preparation program. Overall, trainees view the advanced online technology as a powerful tool for improving the teaching and learning process but report the need for patience and perseverance in both the teachers and the supervisor, as well as teachers' need for constant reassurance.