In this study, the authors examine whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers enrolled in a field-based graduate special education teacher preparation program. Data include video-recorded teacher observations and written reflections by teachers about their experiences. Quantitative results indicate that the advanced online bug-in-ear technology is a practical and efficient way to provide immediate feedback to increase teachers' rate of praise statements and their use of proven effective instructional practices and that these improvements are accompanied by increases in students' on-task behavior. Overall, trainees view the advanced online technology as a powerful tool for improving the teaching and learning process but report the need for patience and perseverance in both the teachers and the supervisor, as well as teachers' need for constant reassurance.
Students with learning and behavioral disorders often lack the requisite academic skills and behavioral selfcontrol to remain engaged during passive seatwork activities. Because independent seatwork composes a large portion of the instructional time in general education classrooms and teachers expect students to demonstrate self-control in these environments, it is important to identify effective procedures to manage student behavior and increase academic involvement during such tasks. The purpose of this article is to present 20 approaches special educators can implement with general educators to do this.
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