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ERIC Number: ED553196
Record Type: Non-Journal
Publication Date: 2013
Pages: 133
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-4127-3
Using Tele-Coaching to Increase Behavior-Specific Praise Delivered by Secondary Teachers in an Augmented Reality Learning Environment
Elford, Martha Denton
ProQuest LLC, Ph.D. Dissertation, University of Kansas
This study analyzes the effects of real-time feedback on teacher behavior in an augmented reality simulation environment. Real-time feedback prompts teachers to deliver behavior-specific praise to students in the TeachLivE KU Lab as an evidence-based practice known to decrease disruptive behavior in inclusive classrooms. All educators face the challenge of managing students' disruptive behaviors. Because of the complex nature of inclusive classrooms, many educators struggle to find evidence-based practices that successfully minimize disruptions and increase student engagement. Research suggests that student disruptions decrease as teachers' behavior-specific praise increases. Despite this evidence, behavior-specific praise is infrequently used as a classroom management strategy, particularly in secondary classrooms. Examination of teacher preparation and professional development has revealed a body of research that addresses the delivery of immediate feedback to both pre-service and in-service teachers using wireless technology. This technology, known as bug-in-ear (BIE) or Tele-Coaching, provides a way to provide immediate feedback to teachers. It has proven effective for producing desired teacher behavior by delivering immediate feedback for pre-service, novice, and in-service teachers. The purpose of this alternating treatment single-case design study is to extend the existing research by evaluating the effects of Tele-Coaching using bug-in-ear (BIE) technology in an augmented reality environment (TeachLivE KU) for coaching four teachers with secondary teaching experience to deliver behavior-specific praise, an evidence-based classroom management practice that minimizes disruptions. Specifically, compared to baseline, what is the effect of BIE coaching for behavior-specific praise on the rate of behavior-specific praise delivered by teachers while interacting with students in an augmented reality simulation environment? [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A