A Systematic Review of Goal Setting and Performance Feedback to Improve Teacher Practice

Criss, Caitlin J.; Konrad, Moira; Alber-Morgan, Sheila R.; Brock, Matthew E.

doi:10.1007/s10864-022-09494-1

Cited by 5 publications

(4 citation statements)

References 40 publications

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“…The CEC Standards are a common assessment tool in educational research. They are not exclusive to the field of special education [ 77 ], but they have also been used for systematic reviews in adult and higher education (e.g., [ 83 , 84 , 85 , 86 , 87 ]).…”

Section: Methodsmentioning

confidence: 99%

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Sandberg

2024

Nursing Reports

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The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students’ changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy.

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Section: Methodsmentioning

confidence: 99%

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Sandberg

2024

Nursing Reports

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“…En cuanto a sus efectos, si bien la evidencia no es totalmente clara, sí que parece haber una corriente que apoya su efecto sobre el aprendizaje y el rendimiento (Bottini y Gillis, 2021;Criss et al, 2022;Prochazka et al, 2020). También, existe consenso en que esta técnica posiciona al estudiante o jugador/a para recibir la crítica de manera más receptiva, lo que sirve para no dañar la imagen de quien emite el feedback.…”

Section: Feedback Tipo Sándwichunclassified

Acción docente para educadores físico-deportivos. Manual teórico basado en la evidencia

Abós,

Diloy-Peña,

García-Cazorla

et al. 2024

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Este libro está dirigido a Educadores/a Físico-Deportivos/a, abordando diversas temáticas relacionadas con la acción docente a partir de evidencias científicas recientes. Se examinan tanto los estilos de enseñanza (productivos y reproductivos) como las destrezas docentes (información inicial, feedback o retroalimentación, organización y control del grupo, y gestión del tiempo de práctica) como medios para mejorar el proceso de enseñanza-aprendizaje. Además, se proponen distintas estrategias motivacionales y didácticas para mejorar la motivación de los estudiantes o deportistas, logrando así beneficios como el aprendizaje o la adherencia físico-deportiva. Estos conceptos se fundamentan en la teoría de metas de logro y la teoría de la autodeterminación. En sus últimas páginas, este libro también aborda el modelo comprensivo de enseñanza de deportiva, en contraste con el modelo técnico o tradicional. A lo largo del texto, se incluyen numerosos ejemplos basados en evidencias científicas, permitiendo a los/as profesionales Educadores Físico-Deportivos/as aplicarlos en su práctica cotidiana

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“…Several components of goal setting impact its effectiveness, such as the person responsible for setting the goal, the process for measuring progress toward meeting goals, and how and when goals are adjusted during treatment. Criss et al (2022) found when teachers were responsible for setting the goal, outcomes were better. Similarly, teacher outcomes were better when goals were referenced during performance feedback than when goals were not discussed after the initial goal-setting procedures.…”

Section: Goal Setting With Performance Feedbackmentioning

confidence: 99%

“…However, there is a gap in the literature about the effects of goal setting on teacher performance. In a recent review of research related to goal setting with performance feedback, Criss et al (2022) found that goal setting with performance feedback is a highly effective combination of training strategies for increasing certain types of behavior, such as BSP and OTR. In a recent meta-analysis of performance feedback in organizational settings, researchers found that the combination of feedback and goal setting produced the largest effect size compared with other feedback combinations, such as feedback alone or feedback with antecedent and consequence combinations (Sleiman et al, 2020).…”

Section: Goal Setting With Performance Feedbackmentioning

confidence: 99%

Using Performance Feedback With and Without Goal Setting on Teachers’ Classroom Management Skills

Criss,

Konrad,

Alber-Morgan

et al. 2023

Behavioral Disorders

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Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional development strategy, but it is unclear whether ancillary strategies like goal setting might further improve fidelity. In this study, we evaluated the effects of email performance feedback with and without goal setting on teacher implementation of opportunities to respond and behavior-specific praise using a multiple probe design. Participants included four general and special educators at an alternative school for students with EBD. Results indicated that a combination of written performance feedback and goal setting was effective, and that performance feedback alone was also effective. We were unable to determine whether the goal-setting component strengthened the performance feedback. Teachers provided positive feedback about the utility and feasibility of performance feedback with goal setting.

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A Systematic Review of Goal Setting and Performance Feedback to Improve Teacher Practice

Cited by 5 publications

References 40 publications

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Acción docente para educadores físico-deportivos. Manual teórico basado en la evidencia

Using Performance Feedback With and Without Goal Setting on Teachers’ Classroom Management Skills

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