The Effects of Email Performance-Based Feedback on Teacher Candidate Implementation of a Multiple Stimulus Without Replacement Preference Assessment
Author:
Funder
Michigan State University College of Education
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10864-022-09496-z.pdf
Reference51 articles.
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2. Barton, E. E., Fuller, E. A., & Schnitz, A. (2016). The use of email to coach preservice early childhood teachers. Topics in Early Childhood Special Education, 36(2), 78–90. https://doi.org/10.1177/0271121415612728
3. Barton, E. E., Velez, M., Pokorski, E. A., & Domingo, M. (2020). The effects of email performance based feedback delivered to teaching teams: A systematic replication. Journal of Early Intervention, 42(2), 143–162. https://doi.org/10.1177/1053815119872451
4. Barton, E. E., & Wolery, M. (2007). Evaluation of e-mail feedback on the verbal behaviors of pre-service teachers. Journal of Early Intervention, 30(1), 55–72. https://doi.org/10.1177/105381510703000105
5. Bottini, S., & Gillis, J. (2021). A comparison of the feedback sandwich, constructive-positive feedback, and within session feedback for training preference assessment implementation. Journal of Organizational Behavior Management, 41(1), 83–93. https://doi.org/10.1080/01608061.2020.1862019
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