ERIC Number: EJ1081104
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 50
The Effect of Real-Time Visual Performance Feedback on Teacher Feedback: A Preliminary Investigation
Sweigart, Chris A.; Landrum, Timothy J.; Pennington, Robert C.
Education and Treatment of Children, v38 n4 p429-450 2015
Although researchers have identified a number of instructional strategies as evidence-based, teachers often do not employ these practices sufficiently, perpetuating a research-to-practice gap. Traditional professional development is often insufficient to change teacher practice, resulting in a need for specific, supplemental interventions. Performance feedback is one such method that has a growing evidence base. However, while feedback has been demonstrated to be most effective when delivered immediately, performance feedback is often provided to teachers on a deferred schedule (e.g., the next day). In this preliminary investigation with one middle school mathematics teacher, we used a withdrawal design to evaluate a method for delivering visual performance feedback (VPF) in real-time using commonly available technology. Results demonstrated that the teacher's overall frequency of positive feedback increased following VPF delivery, with positive collateral effects on student behavior. Findings suggest the intervention warrants further study; implications for practice and future research are discussed.
Descriptors: Feedback (Response), Middle School Teachers, Mathematics Teachers, Synchronous Communication, Visual Aids, Technology Uses in Education, Student Behavior, Intervention, Middle School Students, Performance, Learner Engagement, Behavior Problems
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A