Effects of Email Performance Feedback on Teachers' Use of Play Expansions

Autor/inn/en	Gomez, Lauren; Barton, Erin E.; Winchester, Claire; Locchetta, Brandy
Titel	Effects of Email Performance Feedback on Teachers' Use of Play Expansions
Quelle	In: Journal of Early Intervention, 43 (2021) 3, S.235-254 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barton, Erin E.) ORCID (Locchetta, Brandy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815120969821
Schlagwörter	Electronic Mail; Feedback (Response); Job Performance; Inclusion; Early Childhood Teachers; Preschool Education; Preschool Children; Play; Professional Development; Classroom Observation Techniques; Intervention; Program Effectiveness + Suchen Sie Ihr Suchwort? Elektronischer Briefkasten; Work performance; Arbeitsleistung; Inklusion; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Spiel
Abstract	The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers' use of play expansions. Results indicated that email was an effective method for delivering performance feedback, subsequently increasing teachers' use of play expansions when individualized to meet the needs of teachers; however, the complexity of children's play behaviors did not increase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01