Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers' Implementation of Language Strategies.
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| Title: | Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers' Implementation of Language Strategies. |
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| Authors: | Ascetta, Kate1 ascetta@mailbox.sc.edu, Harn, Beth2, Durán, Lillian2 |
| Source: | Early Childhood Education Journal. May2019, Vol. 47 Issue 3, p353-365. 13p. 8 Charts, 1 Graph. |
| Subject Terms: | *Professional education, *Early childhood education, *Teaching methods, *Preschool children, *Academic achievement, *Educational technology |
| Abstract: | This professional development (PD) study examined the effect of feedback type on changing preschool teachers' use of language enhancement strategies and language outcomes for children. We included 21 Head Start teachers and 107 children. We randomized classrooms to PD feedback condition: (a) self-reported or (b) observed use of strategies. All teachers completed online learning modules on language enhancement strategies (i.e. open-ended questions, self-talk, repetition, expansion, and narration) and teacher self-monitoring. After completing the PD, teachers were provided weekly, individualized feedback based on their submissions of: (a) self-reported, or (b) observed performance (via 10-min video) of their use of language enhancement strategies. Results suggested that the PD experience (less than 8 weeks, 1 h per week) increased teachers' frequency in using language enhancement strategies (performance, Hedges' g = 0.65; self-report, Hedges' g = 1.43) across condition, with no significant differences by condition. Additionally, children demonstrated mean gains in expressive vocabulary and overall language skills. We believe that this brief, but targeted PD experience, warrants further research to explore the impact of using self-reported feedback with a larger sample. Determining more efficient and effective PD approaches will enable the field to better meet the needs of teachers and improve outcomes for children. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 135751299 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers' Implementation of Language Strategies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ascetta%2C+Kate%22">Ascetta, Kate</searchLink><relatesTo>1</relatesTo><i> ascetta@mailbox.sc.edu</i><br /><searchLink fieldCode="AR" term="%22Harn%2C+Beth%22">Harn, Beth</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Durán%2C+Lillian%22">Durán, Lillian</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. May2019, Vol. 47 Issue 3, p353-365. 13p. 8 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This professional development (PD) study examined the effect of feedback type on changing preschool teachers' use of language enhancement strategies and language outcomes for children. We included 21 Head Start teachers and 107 children. We randomized classrooms to PD feedback condition: (a) self-reported or (b) observed use of strategies. All teachers completed online learning modules on language enhancement strategies (i.e. open-ended questions, self-talk, repetition, expansion, and narration) and teacher self-monitoring. After completing the PD, teachers were provided weekly, individualized feedback based on their submissions of: (a) self-reported, or (b) observed performance (via 10-min video) of their use of language enhancement strategies. Results suggested that the PD experience (less than 8 weeks, 1 h per week) increased teachers' frequency in using language enhancement strategies (performance, Hedges' g = 0.65; self-report, Hedges' g = 1.43) across condition, with no significant differences by condition. Additionally, children demonstrated mean gains in expressive vocabulary and overall language skills. We believe that this brief, but targeted PD experience, warrants further research to explore the impact of using self-reported feedback with a larger sample. Determining more efficient and effective PD approaches will enable the field to better meet the needs of teachers and improve outcomes for children. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=135751299 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-019-00934-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 353 Subjects: – SubjectFull: Professional education Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational technology Type: general Titles: – TitleFull: Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers' Implementation of Language Strategies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ascetta, Kate – PersonEntity: Name: NameFull: Harn, Beth – PersonEntity: Name: NameFull: Durán, Lillian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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