Using Performance Feedback With and Without Goal Setting on Teachers' Classroom Management Skills.
Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance...
| Publicado en: | Behavioral Disorders Vol. 49; no. 2; pp. 91 - 106 |
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| Autores principales: | , , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=175415798&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175415798 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Feb2024 vid: 49 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 175415798 172829940 175415798 175415798 10.1177/01987429231201096 175415798 ppf: 91 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Using Performance Feedback With and Without Goal Setting on Teachers' Classroom Management Skills. aug: au: Criss, Caitlin J. Konrad, Moira Alber-Morgan, Sheila R. Brock, Matthew E. Harris, Angie B. affil: Georgia Southern University, Statesboro, USA sug: subj: Professional Development Feedback Goal-Setting Skill Acquisition Teachers Education Job Performance Child Behavior Disorders Affective Disorders In Infancy and Childhood Learning Environment Faculty Attitudes Outcomes of Education Human Schools, Special Midwestern United States Urban Areas Questionnaires Scales Pretest-Posttest Design Clinical Trials Kendall's tau Descriptive Statistics Child Professional Practice, Evidence-Based Child: 6-12 years ab: Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional development strategy, but it is unclear whether ancillary strategies like goal setting might further improve fidelity. In this study, we evaluated the effects of email performance feedback with and without goal setting on teacher implementation of opportunities to respond and behavior-specific praise using a multiple probe design. Participants were four general and special educators at a U.S. alternative school for students with EBD. Results indicated that a combination of written performance feedback and goal setting was effective, and that performance feedback alone was also effective. We were unable to determine whether the goal-setting component strengthened the performance feedback. Teachers provided positive feedback about the utility and feasibility of performance feedback with goal setting. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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