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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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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