Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers’ Use of Communication Strategies

Ottley, Jennifer R.; Coogle, Christan Grygas; Rahn, Naomi L.; Spear, Caitlin F.

doi:10.1177/0271121416631123

Cited by 15 publications

(8 citation statements)

References 40 publications

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“…Researchers were the most common interventionists through the literature, utilizing bug-in-ear to provide the immediate feedback in 71% of the studies included. The remaining 29% of the studies included in-service teachers providing feedback to preservice teachers or paraprofessionals (Kahan, 2002; Scheeler et al, 2016) or coteachers providing feedback to each other (Ottley, Grygas-Coogle, Rahn, & Spear, 2017; Dufrene, Lestremau, & Zoder-Martell, 2014; Ploessl & Rock, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Four studies measured student behaviors in addition to adult behaviors (Ottley & Hanline, 2014; Coogle, Ottley, Storie, Rahn, & Burt, 2017; Dufrene et al, 2012; Scheeler et al, 2006). These studies looked at the student behavior that directly corresponded to the teaching behavior targeted with the preservice or in-service teacher.…”

Section: Resultsmentioning

confidence: 99%

“…Dufrene, Lestremau, and Zoder-Martell (2014) utilized a multiple baseline that only included two tiers. Seven single-case design studies met standards without reservations (Coogle et al, 2017; Coogle, Rahn, & Ottley, 2015; Coogle, Rahn, Ottley, & Storie, 2016; McKinney & Vasquez, 2014; Ottley et al, 2017; Ottley & Hanline, 2014; Scheeler et al, 2016). All of these studies were published in 2014 or later, which is after the publication of the WWC quality standards.…”

Section: Resultsmentioning

confidence: 99%

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Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

Schaefer

Ottley

2018

J Spec Educ Technol

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Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

Schaefer

Ottley

2018

J Spec Educ Technol

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“…Ongoing innovation in coaching practices is likely to produce new models which will present fertile areas for future research. One such example is “bug-in ear” coaching where peers or coaches provide guidance to teachers in real-time via an earpiece (Ihlo et al, 2017; Scheeler, Congdon, & Stansbery, 2010; Ottley, Coogle, Rahn, & Spear, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

Kraft

Blazar

Hogan

2018

Review of Educational Research

697

515

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Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers' instructional practice and students' academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers in the United States. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.

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“…One study used community coaches from a nonprofit professional development organization (Ottley et al, 2018). The remaining five studies employed mentor teachers, coteachers, or other school staff as the interventionist (Giebelhaus, 1994; Lindell, 2001; Ottley, Coogle, Rahn, & Spear, 2017; Savio-Wolf, 2016; Scheeler, Congdon, & Stansberry, 2010).…”

Section: Resultsmentioning

confidence: 99%

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

Sinclair¹,

Gesel

LeJeune

et al. 2019

J Spec Educ

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In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality indicators. The single case designs were analyzed using visual analysis and given success estimates calculated as a ratio of the number of demonstrated effects to potential demonstrations of effect. Methodologically sound evidence indicates that real-time performance feedback is an evidence-based practice for changing interventionist behavior during intervention sessions. Implications for research and practice are discussed.

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Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers’ Use of Communication Strategies

Cited by 15 publications

References 40 publications

Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

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

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