eCoaching: The Effects on Co-Teachers’ Planning and Instruction

Ploessl, Donna M.; Rock, Marcia L.

doi:10.1177/0888406414525049

Cited by 47 publications

(42 citation statements)

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“…Teachers increased their use of evidence-based behavior strategies with the onset of the coaching strategies. Ploessl and Rock (2014) used BIE and Skype technologies to coach teachers to improve co-teaching planning practices. A single case, reversal design, was used to measure a change in planning from six co-teacher dyads.…”

Section: Videoconferencingmentioning

confidence: 99%

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

2018

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Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations.

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Section: Videoconferencingmentioning

confidence: 99%

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

2018

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“…One other serious issue is that on multiple occasions, studies lacked sufficient replications of an effect to demonstrate a functional relationship between performance feedback and teacher behavior; however, the researchers still made positive conclusions about the effectiveness of performance feedback (e.g., Ploessl & Rock, 2014). Without a functional relationship, one cannot say with confidence that an independent variable has caused changes in a dependent variable (Gast, 2010).…”

Section: Resultsmentioning

confidence: 99%

“…Recently, researchers have begun using technology to provide real-time performance feedback privately or at a distance using bug-in-ear systems or Internetbased video conferencing software to provide performance feedback at a distance (Goodman, Brady, Duffy, Scott, & Pollard, 2008;Machalicek et al, 2010;Ploessl & Rock, 2014;Rock et al, 2012;Rock et al, 2009;Rock et al, 2014;Scheeler et al, 2010 paired video conferencing with bug-in-ear to provide private feedback to teachers who responded with improved instructional practices. Researchers have also had positive effects using similar, real-time feedback in person using bug-in-ear systems to provide feedback privately to teachers during instruction (e.g., Goodman et al, 2008) Agent.…”

Section: Resultsmentioning

confidence: 99%

The effects of real-time visual performance feedback on teacher feedback.

Sweigart¹

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who are special gifts in my life.iv ACKNOWLEDGMENTS Completing this dissertation is the fulfillment of a long-time personal dream and a goal I was not sure I would have the opportunity to accomplish. Many people offered support and played important roles in my life before and during-and hopefully afterthis process. Thank you to my family, friends, colleagues, and mentors from past and present who have given me so much to help me get here and to shape me not just into a better doctoral student but a better person.First thanks go to my wife, Gina, who made many sacrifices to go down this path with me. You make my life shine with meaning, and through you in so many ways God has made me a better person, husband, father than I believed possible. Thank you for sharing life with me and for being family, someone to whom and through whom I will always belong. Thank you for raising Noah and Alvin together with me. And I'm so thankful for Noah, how you give me reasons to laugh and smile and to work harder and better and more efficiently; in so many ways, having you during this time made life-and even my dissertation-better and more meaningful.I would also like to thank our family for all of their support. Thank you to my parents for instilling in me a love of reading and learning and for encouraging me to pursue my doctorate despite the risks and challenges. And thank you to Glenda for being such a loving grandmother and mom and for pouring into our lives; even now as I finish writing, you are helping Gina care for Noah, loving them both and me so well.v Thank you to Terry Scott and Amy Lingo for taking me on board and investing in me. You have taught me so much about education, research, academia, and even life outside the ivory towers. Thank you also to Patrick Pössel for participating on my dissertation committee and for being so encouraging and supportive in our meetings together; I especially enjoyed brainstorming studies using biofeedback devices with you.And Rob Pennington, thank you so much for spending so much time encouraging, mentoring, and teaching me and for shaping me up to be a stronger researcher-you have been one of my strongest guides throughout this whole process. Finally, I do not have sufficient words of gratitude for this, but I will try. Tim and Kim Landrum, you both have given so, so much kindness, support, wisdom, and friendship to me and my family. You've just embraced us, and you're family. I don't even know how to describe it, but I think you understand. I've had to blink back a few tears just now, as a matter of fact, as I think about the gift that you have been to us. Researchers have identified a number of instructional strategies as evidence-based for improving the academic and behavioral outcomes of students. However, teachers often do not employ these practices or rarely implement them at recommended rates, perpetuating a research-to-practice gap. Further, research has demonstrated that traditional professional development is often insufficient to change teacher practice; therefore, resear...

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“…We know, for instance, SETs tend to take on an assistant role, working with students individually or performing clerical duties, such as making copies (Ashton, 2014;Bessette, 2008;BruscaVega, Brown, & Yasutake, 2011;Fenty & McDuffie-Landrum, 2011;Harbort et al, 2007;KingSears, Brawand, Jenkins, & Preston-Smith, 2014;Mageira, Smith, Zigmond, & Gebauer, 2005;Moin et al, 2009;Ploessl & Rock, 2014;Rice & Zigmond, 2000). We also know they spend most of their time monitoring and responding to individual students within a whole-group environment, and a substantial amount of time on non-instructional tasks (Bettini, Kimerling, Park, & Murphy, 2015;Harbort et al, 2007;Moin et al, 2009;Murawski, 2006;Vannest, Hagan-Burke, Parker, & Soares, 2011).…”

Section: Current Research and Limitationsmentioning

confidence: 99%

“…We know also the predominant co-teaching model used by teams is the one-teach-oneassist model, with the GET in the lead teaching role and the SET serving as an assistant, helping students stay on task or even performing clerical or housekeeping duties in the classroom (Ashton, 2014;Bessette, 2008;Brusca-Vega et al, 2011;Fenty & McDuffie-Landrum, 2011;Gürgür & Uzuner, 2010;Harbort et al, 2007;King-Sears et al, 2014;Moin et al, 2009;Ploessl & Rock, 2014;Rice & Zigmond, 2000). There is some indication this might be more true of secondary classrooms than elementary, probably due to the special educator's lack of comfort with content (Bessette, 2008;Rice & Zigmond, 2000;Scruggs et al, 2007;Weiss & Lloyd, 2002).…”

Section: Teacher Roles and Relationshipsmentioning

confidence: 99%

Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Co-teaching, in which a general and special educator collaboratively teach a class comprised of students with and without disabilities, is a common service delivery model school districts employ to increase inclusion of students with disabilities (SWD) in general education.Co-teaching is intended to provide access to the general curriculum for SWD and to provide the specialized instruction they need. However, despite the widespread use of co-teaching in schools and the high cost of placing two teachers in one classroom, there is still no clear, agreed-upon definition in the literature for what co-teaching should look like in practice (what "specialized instruction" means, for example), nor is there evidence of its effectiveness in improving students' academic outcomes.Using joint outcome production theory as a foundation for the conceptual framework, this study adds to the research base on co-teaching by closely examining specialized instruction in co-taught high school classrooms. According to this theory, as SWD are included in general education classrooms, the demand on teachers' resources increases. Adding a second teacher to the classroom should address that increase and result in a gain in resources that should benefit all students in the class. The question becomes how to best deploy those additional resourceswhether the two teachers should be filling different roles in the classroom or doubling up on existing roles. This study employed a concurrent mixed methods design to answer the following research questions: a) What does instruction look like in co-taught high school classrooms? b)What school-level structural factors are in place surrounding co-teaching? and c) What teacher-, classroom-, and school-level factors are related to observed patterns of instruction? To answer these questions, I conducted observations in two rural schools across 10 co-taught classrooms and in corresponding solo-taught classrooms to identify specific examples of specialization. In addition, participating teachers and three administrators were interviewed to determine their approaches to co-teaching and their experiences with the ways in which it is implemented in their schools. Teachers also completed a survey about their experiences with co-teaching and the details of their daily schedules.I conducted two or three observations of each individual class using an observational tool called the Classroom Teaching Scan across all 10 teams for a total of 60 observations and 64 hours. Statistics were calculated regarding time use in each classroom, rates of questions and feedback, and amount of time spent in specific instructional practices. Data were also collected and analyzed on the implementation of key instructional practices, in order to compare the methods used to those recommended by the research with regard to effective instruction for SWD. I compared these data across settings and teams to create detailed descriptions of the instruction provided in co-taught classes and its adherence to evidence-based practices. I...

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eCoaching: The Effects on Co-Teachers’ Planning and Instruction

Cited by 47 publications

References 44 publications

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

The effects of real-time visual performance feedback on teacher feedback.

Specialized Instruction in Co-Taught High School Classes

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