Impact of Video Self-Monitoring with Graduated Training on Implementation of Embedded Instructional Learning Trials

Autor/inn/en	Bishop, Crystal D.; Snyder, Patricia A.; Crow, Robert E.
Titel	Impact of Video Self-Monitoring with Graduated Training on Implementation of Embedded Instructional Learning Trials
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 3, S.170-182 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121415594797
Schlagwörter	Video Technology; Preschool Teachers; Self Evaluation (Individuals); Feedback (Response); Teaching Methods; Accuracy; Program Implementation; Coding; Prompting; Training; Questionnaires; Intervention; Student Behavior; Pretests Posttests; Check Lists; Fidelity; Behavior Modification; Program Effectiveness; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Benutzerführung; Ausbildung; Fragebogen; Student behaviour; Schülerverhalten; Checkliste; Behaviour modification; Verhaltensänderung
Abstract	We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of embedded instructional learning trials. We also examined changes in teachers' implementation of learning trials. In each self-monitoring condition, teachers observed and recorded their implemented learning trials using video and a coding form. Conditions differed in the specificity of prompts on the coding form and the type of training and feedback provided. The combination of training, coding forms with specific prompts for learning trial components, and external feedback generally resulted in more accurate self-monitoring for two of three participants and increases in the fidelity of implementation of learning trials. Findings suggest self-monitoring can be effective for increasing the fidelity with which teachers implement embedded instructional learning trials, but systematic training and feedback are important for ensuring self-monitoring accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01