A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice

Sinclair, Anthony; Gesel, Samantha A.; LeJeune, Lauren M.; Lemons, Christopher J.

doi:10.1177/0022466919878470

Cited by 20 publications

(18 citation statements)

References 39 publications

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“…This paper presented the current practices of preparing preservice teachers within field experiences in TTPs in Israel and discussed the limitations in the quality of training, coaching, and support for preservice teachers during field experiences. If TTPs seek to improve the quality of training and coaching and enhance preservice teachers' capacity in implementing EBPs in their teaching contexts, they should explore supplementing their current practices with technology-based activities (Israel et al, 2012;Sinclair et al, 2019). The technology-based methods recommended in this paper are online self-paced, self-directed training modules, on EBPs, remote observations via technology, technology-based supportive and corrective performance feedback, and online CoPs.…”

Section: Discussionmentioning

confidence: 99%

Technology-Based Model to Support and Enhance Field Experience in Special Education Training Programs in Israel

Ayvazo

Inbar-Furst

Meadan³

2021

JHETP

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Education initiatives emphasize the need to use evidence-based practices (EBPs) in general and special education classrooms. To ensure effective teaching it is essential that teachers gain knowledge of EBPs and implement these practices with fidelity. Ongoing changes in teacher training programs (TTPs) such as the reduction in field experience hours and the impact of COVID-19 require exploring new models to support and supplement preservice learning of EBPs. This paper discusses how technologies such as online training modules and coaching can support the training of preservice teachers, and specifically looking, as an example, at the practices in the state of Israel.

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Section: Discussionmentioning

confidence: 99%

Technology-Based Model to Support and Enhance Field Experience in Special Education Training Programs in Israel

Ayvazo

Inbar-Furst

Meadan³

2021

JHETP

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“…Although coaches encouraged school teams to adhere to the research model, CSESA coaches were invited most often to engage in discussion with teachers rather than observation or modeling of interventions and practices, and did not spend the recommended 4 hr of coaching a week. Incorporating opportunities for modeling and direct performance feedback can lead to improved outcomes in pre-service or in-service professional development activities (Kretlow & Bartholomew, 2010; Sinclair et al, 2020). Findings show a positive relationship between both active coaching processes (e.g., observation, modeling) and time spent coaching on student engagement in CSESA components, and thus, exposure to EBPs.…”

Section: Discussionmentioning

confidence: 99%

Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools

Kucharczyk

Szidon

Hall

2021

Career Development and Transition for Exceptional Individuals

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High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with Autism Spectrum Disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.

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“…While there have been literature reviews with BIE as a focus, they have been within the context of medicine (Gallant and Thyer, 1989; Tropea et al. , 2019) or special education (Sinclair et al. , 2020).…”

Section: Rationalementioning

confidence: 99%

Using bug-in-ear technology as a coaching technique: a scoping review

Gander

Dann²

2022

IJMCE

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PurposeThis scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.Design/methodology/approachThe PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.FindingsBIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.Practical implicationsPLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.Originality/valueThis is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.

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A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice

Cited by 20 publications

References 39 publications

Technology-Based Model to Support and Enhance Field Experience in Special Education Training Programs in Israel

Technology-Based Model to Support and Enhance Field Experience in Special Education Training Programs in Israel

Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools

Using bug-in-ear technology as a coaching technique: a scoping review

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