Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication

Autor/inn/en	Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan; Rahn, Naomi L.; Kurowski-Burt, Amy
Titel	Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication
Quelle	In: Journal of Teacher Education, 71 (2020) 2, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118803583
Schlagwörter	Feedback (Response); Performance Based Assessment; Preservice Teachers; Early Childhood Education; Special Education; Teaching Methods; Autism; Pervasive Developmental Disorders; Communication Skills; Student Teaching; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Leistungsermittlung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Kommunikationsstil; Teaching practice; Unterrichtspraxis; Lehramtsstudiengang; Lehrerausbildung
Abstract	A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which was further enhanced when immediate feedback was used. Positive outcomes were observed across children for both their responses and overall expressive communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01