NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002345
Record Type: Journal
Publication Date: 2013-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1053-0819
Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials
Lylo, Brooke J.; Lee, David L.
Journal of Behavioral Education, v22 n2 p120-138 Jun 2013
Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors' availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A