The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers' Practice

Autor/inn/en	Coogle, Christan Grygas; Nagro, Sarah; Regan, Kelley; O'Brien, Kristen Merrill; Ottley, Jennifer R.
Titel	The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers' Practice
Quelle	In: Topics in Early Childhood Special Education, 41 (2022) 4, S.280-293 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419857142
Schlagwörter	Performance Based Assessment; Preschool Teachers; Instructional Improvement; Video Technology; Individualized Education Programs; Verbal Communication; Classroom Communication; Special Education Teachers; Faculty Development; Feedback (Response); Teaching Methods; Communication Problems; Communication Strategies; Coaching (Performance); Teacher Behavior; Special Needs Students + Suchen Sie Ihr Suchwort? Leistungsermittlung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Unterrichtsqualität; Individualized education program; Individualisierendes Lernen; Klassengespräch; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsbarriere; Kommunikationsstrategie; Teacher behaviour; Lehrerverhalten; Sonderpädagogischer Förderbedarf
Abstract	We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time, technology-enhanced, and performance-based feedback and video analysis on three preschool teachers' use of naturalistic instruction targeting children's communication and child responses. We also measured the quality of the teachers' naturalistic instruction targeting children's communication. The professional development package was effective in enhancing teachers' use of naturalistic instruction targeting children's communication. In addition, children responded and teachers enhanced the quality of naturalistic instruction targeting children's communication. Teachers maintained their use of naturalistic instruction targeting children's communication upon removal of the intervention condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01