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

Duchaine, Ellen L.; Jolivette, Kristine; Fredrick, Laura D.

doi:10.1353/etc.2011.0009

Cited by 104 publications

(108 citation statements)

References 29 publications

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“…Ten articles were based on behaviourism: Werts, Wolery, Holcombe, and Gast (1995), Lee (2002), Ferreira, Moore, andMellish (2007), Goodman, Brady, Duffy, Scott, and Pollard (2008), Rodriguez, Loman, and Horner (2009), Auld, Belfiore, and Scheeler (2010), Scheeler, Congdon, and Stansbery (2010), Duchaine, Jolivette, and Fredrick (2011), Ochieng' Ong'ondo and Borg (2011), and Scheeler, McKinnon, and Stout (2012.…”

Section: Data-analysismentioning

confidence: 99%

“…Auld et al (2010) described performance feedback as monitoring behaviour. Duchaine et al (2011) investigated written performance feedback that was handed over to the teachers. This feedback included how many Behaviour-Specific Praise Statements (BSPS) the teachers gave their students as well as some examples.…”

Section: Feedback Characteristicsmentioning

confidence: 99%

“…An overwhelming majority of these (student) teachers showed 90-100% of the desired behaviour in short term and in the 2010 study, Scheeler et al's participants showed their desired behaviour in the long term as well as in other situations in 75-100% of the cases. Three others examined the effect of performance feedback on (student) teachers' teaching behaviours (Auld et al, 2010;Duchaine et al, 2011;Rodriguez et al, 2009). In these studies, performance feedback revealed the number of desired teachers' behaviours to the (student) teachers.…”

Section: Behaviourismmentioning

confidence: 99%

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Understanding feedback: A learning theory perspective

Thurlings

Vermeulen

Bastiaens

et al. 2013

Educational Research Review

192

114

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Section: Data-analysismentioning

confidence: 99%

Section: Feedback Characteristicsmentioning

confidence: 99%

Section: Behaviourismmentioning

confidence: 99%

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Understanding feedback: A learning theory perspective

Thurlings

Vermeulen

Bastiaens

et al. 2013

Educational Research Review

192

114

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“…Coaching instructional staff has been effective in increasing teacher efficacy, as well as, the use of new innovations and instructional strategies (Duchaine, Jolivette, & Frederick, 2011;Roach, et al, 2009;Rudd, Lambert, Satterwhite, & Smith, 2009;Shidler, 2009). Coaching is an effective way of embedding professional development in the instructional setting in order to facilitate better retention of knowledge and skills learned in training (Roach, et al, 2009;Stover, Kissel, Haag, & Shoniker, 2011;Taie, 2011).…”

Section: The Coachingmentioning

confidence: 99%

Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching

Sandoval-Lucero¹,

Maes²,

Pappas³

2013

JEL

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Action research is a method of organizational development and improvement often used in educational settings. This study implemented an action research process in an alternative school that serves students with significant special needs. The action research process was implemented by classroom teams who developed a research question, collected and analyzed data, and made decisions about how to improve their current practices based on the data. The action research training project consisted of three stages: training in the protocol of action research, follow-up coaching and on-site assistance to participants, and a follow-up study. There were eleven instructional teams, made up of teachers, paraprofessionals, and therapists that took part in the training. One year after the initial training, one-on-one interviews were conducted with sixteen participants for the follow-up study. Eleven people reported that they were continuing to use action research in their classrooms and five people reported they were not. Teacher leadership to implement the process, viewing action research as part of their daily job duties, valuing the collaborative aspect of the process, and valuing the opportunity to serve students better contributed to continued use of action research. Staff turnover, lack of time, and lack of motivation contributed to discontinued use.

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“…Examples of strategies to improve teacher practice have included active training with modeling, practice, and feedback (Sawka, McCurdy, & Mannella, 2002;Fullerton, Conroy, & Correa, 2009); peer coaching (Sutherland, 2000); self-evaluation (Sutherland, 2000); video self-modeling (Fullerton et al, 2009;Hawkins & Heflin, 2011); tiered levels of support based on performance criteria (MacSuga-Gage, 2013;Myers et al, 2011); negative reinforcement based on performance criteria (DiGennaro, Martens, & Kleinmann, 2007; DiGennaro, Martens, & McIntyre, 2005); coaching and performance feedback (Allday et al, 2012;Duchaine, Jolivette, & Fredrick, 2011;Myers et al, 2011;Rathel, Drasgow, & Christle, 2008;Sawka et al, 2002;Sutherland, Wehby, & Copeland, 2000); and visual performance feedback (Hawkins & Heflin, 2011;Reinke, Lewis-Palmer, & Martin, 2007).…”

Section: Teacher Behavior Change Researchers Have Made Various Propomentioning

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

Cited by 104 publications

References 29 publications

Understanding feedback: A learning theory perspective

Understanding feedback: A learning theory perspective

Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching

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

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