The Third EAR Mechanical Device: A Supervision Alternative

Giebelhaus, Carmen R.; Cruz, Josue

doi:10.1080/10901027.1992.11089970

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…Not only was our improved online BIE technology efficient and cost-effective, it was also effective. Like other BIE researchers (see Bowles & Nelson, 1976;Giebelhaus & Cruz, 1992, 1994Herold et al, 1971;Kahan, 2002;Scheeler & Lee, 2002;Scheeler et al, 2006;Thomson et al, 1978;van der Mars, 1988), we found that the immediate feedback had a positive impact on teacher behavior. In our study, the positive impact on teacher behavior was seen in statistically significant increases in participants' use of high-access instructional practices (i.e., choral and nonverbal choral response, partner strategies, and cloze reading) and teacher praise, as well as in the trainees' statistically significant decreased use of low-access instructional practices, such as hand raising and round-robin and teacher read-alouds.…”

Section: Convergent Findingssupporting

confidence: 85%

“…As in previous studies of traditional BIE technology, the advanced online BIE technology was not disruptive to the teacher, students, or the classroom routines (see Bowles & Nelson, 1976;Giebelhaus & Cruz, 1992, 1994Herold et al, 1971;Kahan, 2002;Scheeler & Lee, 2002;Scheeler et al, 2006;Thomson et al, 1978;van der Mars, 1988). The majority of participants reported that they could easily attend to two sets of verbal stimuli.…”

Section: Convergent Findingsmentioning

confidence: 53%

“…Since then, nine more studies were located, in which researchers relied on some form of BIE technology (see Bowles & Nelson, 1976;Giebelhaus & Cruz, 1992, 1994Kahan, 2002;Scheeler & Lee, 2002;Scheeler, McAfee, Ruhl, & Lee, 2006;Thomson, Holmberg, Baer, Hodges, & Moore, 1978;van der Mars, 1988). These studies were conducted in elementary education, special education, early childhood education, and physical education settings.…”

Section: The Evolution Of Bie Technologymentioning

confidence: 99%

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Can You Hear Me Now?

Rock

Gregg

Thead

et al. 2009

Teacher Education and Special Education

109

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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.

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Section: Convergent Findingssupporting

confidence: 85%

Section: Convergent Findingsmentioning

confidence: 53%

Section: The Evolution Of Bie Technologymentioning

confidence: 99%

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Can You Hear Me Now?

Rock

Gregg

Thead

et al. 2009

Teacher Education and Special Education

109

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“…Without a fading or generalization plan, improvements in teachers’ use of evidence-based practices (e.g., high access instruction) and students’ engagement and classroom behavior generally withstood the test of time. Over two decades ago, Giebelhaus and Cruz (1992, p. 11) speculated, “the more often BIE is used, the more effective the feedback and learning.” When considered with the existing body of evidence, we believe our results lend much needed empirical support to this assertion. We hope our longitudinal findings propel e Coaching toward the greater widespread use it deserves in 21st-century pre- and in-service teacher development.…”

Section: Discussionmentioning

confidence: 99%

How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology

Rock

Schumacker

Gregg

et al. 2014

Teacher Education and Special Education

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Abstract:In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time-Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants' teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.

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