ERIC Number: EJ1246540
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication
Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan; Rahn, Naomi L.; Kurowski-Burt, Amy
Journal of Teacher Education, v71 n2 p188-202 Mar-Apr 2020
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which was further enhanced when immediate feedback was used. Positive outcomes were observed across children for both their responses and overall expressive communication.
Descriptors: Feedback (Response), Performance Based Assessment, Preservice Teachers, Early Childhood Education, Special Education, Teaching Methods, Autism, Pervasive Developmental Disorders, Communication Skills, Student Teaching, Preservice Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A