Search results for: Feedback
Page 5/9 85 items
The authors used advanced online Bug in Ear (BIE) technology as an approach to supervise and to provide 13 teachers in training with virtual coaching feedback online, in real-time, during their distant clinical experiences. The results confirmed that improvements in participants’ use of research-based instructional strategies were achieved, in part, through immediate virtual coaching feedback delivered from a distance, using advanced online BIE technology.
Updated: Jun. 25, 2013
Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
This study aimed to investigate the association between teachers’ self-reported reflective practices and their use of student response systems (SRS). The findings reveal that self-reflection scores and reported SRS use were low yet significantly correlated. Furthermore, the results show an increase in SRS predicts an increase in self-reflection.
Updated: Jun. 24, 2013
This paper reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. This case study helped the authors to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.
Updated: Mar. 24, 2013
A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
The purpose of this article is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences.
Updated: Feb. 27, 2013
Developing Communication Competence Using An Online Video Reflection System: Pre-service Teachers’ Experiences
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Updated: Feb. 13, 2013
Effects of Immediate Feedback Delivered via Webcam and Bug-in-Ear Technology on Preservice Teacher Performance
This article describes the results of a research, which was conducted to evaluate the effects of using webcams and Bluetooth™ technology to deliver immediate feedback to special education preservice teachers in practicum placements from remote locations. Results suggest that immediate feedback provided via this technology was effective in increasing the targeted technique in all five preservice teachers who participated in the study.
Updated: Sep. 27, 2012
Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students With Profound Multiple Disabilities
A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. The first part of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment, (b) controlled body movement assessment, and (c) access skill assessment. Four teacher-student pairs from the first part of the study participated in the second part, where teachers were trained to use one of instructional strategies.
Updated: Sep. 27, 2012
Training Teachers to Use Pivotal Response Training With Children With Autism: Coaching as a Critical Component
This investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching.
Updated: Sep. 27, 2012
Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?
This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results showed that active leadership supervision directly influences the feedback utility and teachers’ professional learning.
Updated: Jun. 26, 2012
This study was conducted to reveal how students perceived their experience of preparing portfolios and the effects of the portfolio process on their learning. The participants were 35 fourth-year biology student teachers enrolled in the course ‘Assessment and evaluation’ in the Faculty of Education at Karadeniz Technical University, Turkey. Five themes were drawn from the analysis of the students’ written reflections in their portfolios, regarding how they perceived the portfolio process and its effects on their learning.
Updated: May. 07, 2012