Using Performance Feedback to Increase Special Education Teachers' Use of Effective Practices

Autor/inn/en	Collins, Lauren W.; Cook, Sara Cothren; Sweigart, Chris A.; Evanovich, Lauren L.
Titel	Using Performance Feedback to Increase Special Education Teachers' Use of Effective Practices
Quelle	In: TEACHING Exceptional Children, 51 (2018) 2, S.125-133 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Sara Cothren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918802774
Schlagwörter	Feedback (Response); Performance; Teacher Effectiveness; Disabilities; Instructional Effectiveness; Student Behavior; Academic Achievement; Student Needs; Special Education Teachers; Progress Monitoring; Intervention + Suchen Sie Ihr Suchwort? Achievement; Leistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Handicap; Behinderung; Student behaviour; Schülerverhalten; Schulleistung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	There is a growing body of research that supports the use of performance feedback as a method of increasing teachers' use of effective practices (Cornelius & Nagro, 2014; Sweigart et al., 2016). Put simply, performance feedback involves a colleague or coach observing a teacher and providing specific feedback about the instruction to increase a teacher's use of a selected practice. At the minimum, performance feedback requires two components: observation and non evaluative reporting. For students with disabilities to improve academic and behavioral outcomes, it is necessary for teachers to identify and use effective practices that are aligned to meet the learning needs of their students. For special education teachers, who often work in collaboration with other school personnel (e.g., general education teacher, educational assistant), performance feedback can be a promising practice that can be done easily with minimal training and resources required and can lead to meaningful opportunities to engage in collaborative discussion about methods for effectively supporting students with disabilities. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01