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ERIC Number: EJ1247886
Record Type: Journal
Publication Date: 2020-May
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1082-3301
Supporting Preservice Teachers to Implement Systematic Instruction through Video Review, Reflection, and Performance Feedback
McLeod, Ragan H.
Early Childhood Education Journal, v48 n3 p337-343 May 2020
Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group feedback to support implementation of constant time delay procedures with children in early childhood special education settings. After participating in the intervention, the majority of participants implemented the practice with fidelity. Implications for teacher education are discussed.
Springer. Available from: Springer Nature. 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; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A