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ERIC Number: EJ819322
Record Type: Journal
Publication Date: 2008-Oct
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1047-4412
Using Performance Feedback to Decrease Classroom Transition Time and Examine Collateral Effects on Academic Engagement
Codding, Robin S.; Smyth, Carol Ann
Journal of Educational & Psychological Consultation, v18 n4 p325-345 Oct 2008
Performance feedback has been described as a necessary component of consultation. Although feedback has been used to improve academic performance of individual students, less research has examined the effects on classroom academic engagement when implementation of classroom management variables is the source of feedback. Using a multiple-baseline design, the effects of performance feedback with goal setting was examined across three high school biology teachers who were first provided with feedback on the number of seconds devoted to transitions and then successful implementation of classroom time management strategies. Feedback on the number of transition minutes alone led to decreases in transition time and corresponding increases in student academic engagement for all teachers. One teacher benefited from additional feedback on classroom time management strategies. For all teachers, low rates of transition time and high rates of academic engagement were maintained when the intervention was faded and after it was terminated. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A