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ERIC Number: ED525886
Record Type: Non-Journal
Publication Date: 2010
Pages: 110
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-5569-3
The Impact of Graphical Feedback on Teachers' Frequency of Use of Incidental Teaching
Rivers, Linda Moyer
ProQuest LLC, Ed.D. Dissertation, The University of Tennessee at Chattanooga
This study provided information on the impact of graphical feedback on teachers' frequency of use of a specific teaching strategy as a supervision method which might be used to measure a change in behavior. Graphical feedback allowed for a systematic application of support and mentoring to the teachers which was displayed as data in a quantitative, objective format. The researcher presented the teachers with graphical displays of the frequency of their behavior and verbal feedback to ensure their understanding. Incidental teaching was the teaching strategy used for the study. This strategy elaborated on a child's engagement in the classroom. Teachers were able to use what the child was interested in and scaffold learning to expand the child's learning. The study described the impact of graphical feedback on three preschool teachers in a developmentally appropriate room designed for 4 year old children, both with and without disabilities. After receiving information regarding incidental teaching, teachers were provided with a graph that displayed a representation of the frequency with which they used incidental teaching. The impact of the graphical feedback on the teachers' behavior was measured by using a multiple-baseline design. All three teachers demonstrated improvement in the frequency of incidental teaching during the intervention and maintenance phases. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A