Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One technique for increasing use of effective practices is providing feedback to teachers on both newly acquired and ingrained teaching behaviors. To determine attributes of effective performance feedback, a systematic search for empirical literature was completed. Analysis of the ten identified studies indicates attributes of feedback that have been studied fall into categories of (a) nature of feedback, (b) temporal dimensions of feedback, and (c) who gives feedback. Through this review, attributes of feedback were classified as either promising or effective practice in changing specific teaching behaviors. Only immediate feedback was identified as an effective attribute. Promising practices for feedback to teachers included feedback that was specific, positive, and/or corrective. These findings, recommendations and directions for additional research in feedback and teacher preparation are discussed.

In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term contingency trials. Participants were five preservice special education teachers working on academic skills with students with special needs in elementary and middle school classrooms. Corrective, immediate feedback was shown to be an effective way to increase completion of three-term contingency trials by teachers. During baseline, percentage of completion ranged from 30-92. With corrective, immediate feedback, all five teachers reached criterion level of 90% completion. Overall, mean percentage of correct student responses increased 3 to 17 percentage points over baseline results for four of the five teachers. All teachers rated the method as beneficial. Implications for practice are discussed.

More children with special needs are educated in general education classrooms than ever before. Ideally, special education and general education teachers work together in these settings as instructional teams, but a "one teaching, one assisting" model is often in place with the special education teacher assuming a subordinate role. As such, the authors conducted research to determine whether changes can be made in teacher instruction so that both teachers in a collaborative team are highly engaged in the instructional process during the lesson. The authors used a multiple-baseline, across-participants design to assess the effects of peer coaches' giving immediate corrective feedback via bug-in-ear technology on a specific teaching behavior during instruction. Three dyads of co-teachers participated (five women, one man). Each teacher met criterion (three consecutive sessions at 90% or higher) in just three sessions, maintained the behavior at high levels postintervention, and generalized the behavior to a different setting without the peer coach present. Teachers rated the treatment as a beneficial technique that they would recommend to others. Implications for classroom use are discussed.

University faculty and supervisors dedicated to the preparation of future teachers are facing more challenges than ever before in doing more with less. This includes supervising more preservice teachers in more schools, spread out over a wide geographic area. Feedback is essential to learning, and recent research suggests that the most effective feedback is immediate rather than delayed. New advances in technology may make the job of supervision more efficient and when used to provide immediate feedback, more effective as well. Research 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. Each participant rated the intervention as acceptable. Implications for classroom application are discussed.