The effects of real-time visual performance feedback on teacher feedback.

Abstract

who are special gifts in my life.iv ACKNOWLEDGMENTS Completing this dissertation is the fulfillment of a long-time personal dream and a goal I was not sure I would have the opportunity to accomplish. Many people offered support and played important roles in my life before and during-and hopefully afterthis process. Thank you to my family, friends, colleagues, and mentors from past and present who have given me so much to help me get here and to shape me not just into a better doctoral student but a better person.First thanks go to my wife, Gina, who made many sacrifices to go down this path with me. You make my life shine with meaning, and through you in so many ways God has made me a better person, husband, father than I believed possible. Thank you for sharing life with me and for being family, someone to whom and through whom I will always belong. Thank you for raising Noah and Alvin together with me. And I'm so thankful for Noah, how you give me reasons to laugh and smile and to work harder and better and more efficiently; in so many ways, having you during this time made life-and even my dissertation-better and more meaningful.I would also like to thank our family for all of their support. Thank you to my parents for instilling in me a love of reading and learning and for encouraging me to pursue my doctorate despite the risks and challenges. And thank you to Glenda for being such a loving grandmother and mom and for pouring into our lives; even now as I finish writing, you are helping Gina care for Noah, loving them both and me so well.v Thank you to Terry Scott and Amy Lingo for taking me on board and investing in me. You have taught me so much about education, research, academia, and even life outside the ivory towers. Thank you also to Patrick Pössel for participating on my dissertation committee and for being so encouraging and supportive in our meetings together; I especially enjoyed brainstorming studies using biofeedback devices with you.And Rob Pennington, thank you so much for spending so much time encouraging, mentoring, and teaching me and for shaping me up to be a stronger researcher-you have been one of my strongest guides throughout this whole process. Finally, I do not have sufficient words of gratitude for this, but I will try. Tim and Kim Landrum, you both have given so, so much kindness, support, wisdom, and friendship to me and my family. You've just embraced us, and you're family. I don't even know how to describe it, but I think you understand. I've had to blink back a few tears just now, as a matter of fact, as I think about the gift that you have been to us. Researchers have identified a number of instructional strategies as evidence-based for improving the academic and behavioral outcomes of students. However, teachers often do not employ these practices or rarely implement them at recommended rates, perpetuating a research-to-practice gap. Further, research has demonstrated that traditional professional development is often insufficient to change teacher practice; therefore, resear...

Feedback Mechanisms of School Heads on Teacher Performance

“…On the other hand, a study used visual performance feedback (VPF) delivered in realtime using screen-sharing technology. This study claimed that VPF may be an effective intervention for teacher behavior change, and it is recommended for replication with a more sophisticated design and larger sample (Sweigart, 2015).…”

“…The use of performance feedback in the workplace has gained popularity over the years. There has been growing empirical evidence (Sweigart, 2015) that it enhances people's efficacy (Taylor et al, 2012), promotes professional development (Dobbelaer et al, 2013;RAND Corporation, 2018), and improves performance (Cleaver et al, 2019;Archer et al, 2016;Coulumbe, 2011;Bennett, 2011;Jimenez, 2014;Cruz, 2013;Olivo, 2012;Holmes, 2013;Hemmeter et al, 2011). Specifically, performance feedback has been observed to have a significant impact on teachers' teaching quality (Scheeler et al, 2004;Hemmeter et al, 2011).…”

“…Most of the previous studies did not cover the mechanism utilized by school heads in feedback, except that of Sweigart (2015) and Hussain et al (2011). The former involved four teachers and used visual performance feedback (VPF) delivered in real-time using screen-sharing technology.…”

“…The proponent did not introduce it as a form of feedback mechanism. The study indicated that the VPF may be an effective intervention for teacher behavior change, and it is recommended for a similar study with a more advanced design and a larger sample (Sweigart, 2015). The former involved curriculum experts and the Punjab Textbook Board as participants.…”

Correlation between the Challenges of Teachers in the New Learning Delivery Modality and Leadership Practices of School Heads

“…Likewise, school heads highly valued instruction monitoring amid the pandemic to enable teachers to understand their aptitude and shortcomings in certain aspects or areas of teaching. Sweigart (2015) emphasized that there has been growing empirical evidence about school heads' instructional monitoring. It enhances people's efficacy (Taylor & Tyler, 2012)), promotes professional development (RAND Corporation, 2018), and improves performance (Cleaver, Detrich & States, 2019).…”