Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication. (March 2020)

• Record Type: Journal Article
• Authors: Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan; Rahn, Naomi L.; Kurowski-Burt, Amy
• Is Part Of: Journal of teacher education. Volume 71:Number 2(2020)
• Page Start: 188
• Page End: 202
• Publication Date: 2020-03
• Subjects: performance-based feedback -- embedded learning opportunities -- preservice teachers -- early childhood special education; Teachers -- Training of -- Periodicals; 370.71105
• DOI: 10.1177/0022487118803583
• Languages: English
• ISSNs: 0022-4871

Abstract

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.