The Use of Email to Coach Early Childhood Teachers

Barton, Erin E.; Pokorski, Elizabeth A.; Gossett, Stephanie; Sweeney, Erin M.; Qiu, Jia; Choi, Gounah

doi:10.1177/1053815118760314

Cited by 18 publications

(19 citation statements)

References 31 publications

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“…Another study have been carried out by Barton et al (2018) to evaluate the use of learning materials and tasks delivered via email which teachers recommended within inclusive early childhood classrooms. Results indicated that teaching and learning through email was an effective method for increasing teachers' use of target behaviors; however generalization and maintenance varied across teachers.…”

Section: Flexiblementioning

confidence: 99%

Perceptions of Teacher and Students on the Use of E-Mail as A Medium in Distance Learning

Nashruddin

Alam

Tanasy

2020

BRP

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The covid-19 pandemic that hit the world including Indonesia has caused the teaching and learning system change from face-to-face in the classroom to distance learning or online learning. Online learning requires teachers and students to be able to use the information and communication technology (ICT). In ELT, the learning system is also implemented online. One of platforms commonly used in online communication is e-mail. This current study aims to describe: (1) teacher’s perceptions about the use of e-mail as a learning medium in ELT, (2) students’ perceptions about the use of e-mail as a learning medium in ELT. The subjects of this descriptive qualitative research were an EFL teacher and 20 students at a senior high school in Barru. For collecting data, the researchers applied questionnaire, documentation, and interview. Data was analyzed inductively or qualitatively. The results indicated the teacher’s perceptions on the use of e-mail in learning that email is an effective device, e-mail can be used to send many documents, e-mail as a tool to achieve learning objectives, and e-mail makes learning easier. Students’ perceptions on the use of e-mail are e-mail can be used for getting learning materials, e-mail is easy to use, and students can access various assignments on email. However, a small number of students still encountered obstacles in using email as a learning medium.

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Section: Flexiblementioning

confidence: 99%

Perceptions of Teacher and Students on the Use of E-Mail as A Medium in Distance Learning

Nashruddin

Alam

Tanasy

2020

BRP

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“…Training paired with TEPF and face-to-face feedback has been used by researchers to enhance teachers' use of effective teaching practices, such as social emotional practices (Snyder et al, 2018), language practices (Ota & Austin, 2013), descriptive praise (Hemmeter et al, 2011), and recommended practices (Barton et al, 2018). Although TEPF has improved teachers' use of target skills, teachers may need support across various types of routines to use target practices, such as communicative antecedents and consequences, with fidelity (Rahn et al, 2019).…”

Section: Professional Developmentmentioning

confidence: 99%

Technology-Enhanced Performance-Based Feedback to Support Teacher Practice and Child Outcomes

Coogle

Storie

Ottley

et al. 2019

Topics in Early Childhood Special Education

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We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants were three early childhood special education teachers and three focus preschool children identified with autism spectrum disorder. We used a multiple-probe single-case design to provide real-time technology-enhanced performance-based feedback across child-led, teacher-led, and mealtime routines. We collected generalization data across a fourth novel routine, clean-up. We analyzed teachers’ use of communicative antecedents and consequences, children’s responses to antecedents, and children’s expressive communication. Real-time technology-enhanced performance-based feedback enhanced teachers’ use of communicative antecedents and consequences, and when teachers used antecedents, children responded to these opportunities and practiced their expressive communication.

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“…Researchers have identified PD packages that can be used within the context of early childhood classrooms (Artman-Meeker, Hemmeter, & Snyder, 2014; Barton et al, 2018; Fox, Hemmeter, Snyder, Binder, & Clarke, 2011; Hemmeter et al, 2011; Snyder et al, 2018). For example, Fox and colleagues (2011) used workshops and face-to-face coaching to support inclusive early childhood special education (ECSE) teachers’ use of pyramid model practices (Fox et al, 2011).…”

mentioning

confidence: 99%

The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice

Coogle

Nagro

Regan

et al. 2019

Topics in Early Childhood Special Education

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We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time technology-enhanced performance-based feedback and video analysis on three preschool teachers’ use of naturalistic instruction targeting children’s communication and child responses. We also measured the quality of the teachers’ naturalistic instruction targeting children’s communication. The professional development package was effective in enhancing teachers’ use of naturalistic instruction targeting children’s communication. In addition, children responded and teachers enhanced the quality of naturalistic instruction targeting children’s communication. Teachers maintained their use of naturalistic instruction targeting children’s communication upon removal of the intervention condition.

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The Use of Email to Coach Early Childhood Teachers

Cited by 18 publications

References 31 publications

Perceptions of Teacher and Students on the Use of E-Mail as A Medium in Distance Learning

Perceptions of Teacher and Students on the Use of E-Mail as A Medium in Distance Learning

Technology-Enhanced Performance-Based Feedback to Support Teacher Practice and Child Outcomes

The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice

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