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ERIC Number: EJ920437
Record Type: Journal
Publication Date: 2011-May
Pages: 19
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0748-8491
The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms
Duchaine, Ellen L.; Jolivete, Kristine; Fredrick, Laura D.
Education and Treatment of Children, v34 n2 p209-227 May 2011
This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the study. The study provides support for teacher coaching with performance feedback as an effective method for teacher training. Favorable teacher responses indicate it may be an acceptable source of professional development. Future researchers may explore introducing other teaching strategies and feedback on other dependent variables into the teacher coaching sessions. Limitations are inconclusive findings on the effectiveness of BSPS to influence student time on-task. Future research should include a more sensitive, systematic measurement of on-task and disruptive behaviors. (Contains 2 tables and 1 figure.)
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:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A