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The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners.

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Title: The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners.
Authors: Barton, Erin E., Pribble, Lois, Chen, Ching-I
Source: Journal of Early Intervention. Sep2013, Vol. 35 Issue 3, p270-297. 28p.
Subject Terms: *Preschools, *Special education, *Teachers, *Adult education workshops, *Teaching methods, *Inter-observer reliability, *National competency-based educational tests, Questionnaires, Email
Geographic Terms: Tennessee
Abstract: Three studies are described that examined the relation between performance-based (PB) feedback delivered via e-mail and preschool teachers’ use of recommended practices. The authors conducted the first two studies in the same classroom with different classroom staff. The third study was conducted with three different teachers employed in three separate classrooms. In Study I, the teachers demonstrated initial increases in use of targeted practices; however, the increases did not maintain over time. In Study II, the teachers demonstrated initial increases with some variability across behaviors. In Study III, a functional relation was established for three teachers across three self-selected behaviors, which generalized and maintained. The discussion includes implications for future PD research and practice, and provides recommendations for designing effective PB feedback systems. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Intervention is the property of Sage Publications Inc. 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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PubType: Academic Journal
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  Data: *<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education+workshops%22">Adult education workshops</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br />*<searchLink fieldCode="DE" term="%22National+competency-based+educational+tests%22">National competency-based educational tests</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Email%22">Email</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
– Name: Abstract
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  Data: Three studies are described that examined the relation between performance-based (PB) feedback delivered via e-mail and preschool teachers’ use of recommended practices. The authors conducted the first two studies in the same classroom with different classroom staff. The third study was conducted with three different teachers employed in three separate classrooms. In Study I, the teachers demonstrated initial increases in use of targeted practices; however, the increases did not maintain over time. In Study II, the teachers demonstrated initial increases with some variability across behaviors. In Study III, a functional relation was established for three teachers across three self-selected behaviors, which generalized and maintained. The discussion includes implications for future PD research and practice, and provides recommendations for designing effective PB feedback systems. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Early Intervention is the property of Sage Publications Inc. 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=97441242
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        Value: 10.1177/1053815114544543
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      – Code: eng
        Text: English
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        PageCount: 28
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      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Special education
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      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Adult education workshops
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      – SubjectFull: Teaching methods
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      – SubjectFull: Inter-observer reliability
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      – SubjectFull: National competency-based educational tests
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      – SubjectFull: Questionnaires
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      – SubjectFull: Email
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      – SubjectFull: Tennessee
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      – TitleFull: The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners.
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            NameFull: Barton, Erin E.
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            NameFull: Pribble, Lois
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            NameFull: Chen, Ching-I
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            – D: 01
              M: 09
              Text: Sep2013
              Type: published
              Y: 2013
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              Value: 35
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