How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology. (May 2014)

• Record Type: Journal Article
• Authors: Rock, Marcia L.; Schumacker, Randall E.; Gregg, Madeleine; Howard, Pamela W.; Gable, Robert A.; Zigmond, Naomi
• Is Part Of: Teacher education and special education. Volume 37:Number 2(2014:May)
• Page Start: 161
• Page End: 181
• Publication Date: 2014-05
• Subjects: eCoaching -- bug in ear -- teacher development -- evidence-based practices -- research methods -- long-term effects; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406414525048
• Languages: English
• ISSNs: 0888-4064

Abstract

In this study, using mixed methods, we investigated the longer term effects of e Coaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time—Spring 1 (i.e., baseline, which was the first semester of enrollment without e Coaching feedback), Spring 2 (i.e., 1 year later with e Coaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without e Coaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in e Coaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants' teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward e Coaching through advanced online BIE.