Affiliation:
1. Center for Innovation in Teaching the Handicapped of
Indiana University at Bloomington
Abstract
While most undergraduate training programs employ traditional training procedures, the quality of teacher preparedness continues to be widely criticized. Although numerous research studies have demonstrated the positive effects of certain teaching practices, training programs have been slow to incorporate them into the curricula. It is possible to evaluate certain teaching behaviors objectively and use the resultant performance feedback both as an instructional tool and a measure of professional development. This study evaluated the relative effectiveness of two forms of performance feedback: traditional field notes and computer-based feedback. The results demonstrated that computer-based feedback specific to a set of teacher behaviors was more effective than the traditional field note approach.
Cited by
15 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities;Remedial and Special Education;2016-06-09
2. Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change;CBE—Life Sciences Education;2014-06
3. Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;2006-01
4. Providing Performance Feedback to Teachers: A Review;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;2004-10
5. Instigating Fundamental Change through Experiential Inservice Development;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;2000-04