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The Impact of School-Based Personnel's Implementation of Performance Feedback on Elementary Teachers' Classroom Management Skills

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Bibliographic Details
Title: The Impact of School-Based Personnel's Implementation of Performance Feedback on Elementary Teachers' Classroom Management Skills
Language: English
Authors: Kaci Ellis
Source: ProQuest LLC. 2022Ph.D. Dissertation, University of Florida.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 182
Publication Date: 2022
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Descriptors: School Personnel, Feedback (Response), Elementary School Teachers, Classroom Techniques, Teacher Improvement, Teaching Methods, Student Behavior, Positive Reinforcement, Coaching (Performance), Teacher Behavior, Intervention, Resource Teachers, Visual Aids, Teaching Skills
ISSN: 3514-3096
ISBN: 979-83-514-3096-6
Abstract: Teachers continually report receiving inadequate training and support in classroom management practices. If teachers do have the opportunity to receive professional development, most are designed as a one-time learning opportunity and do not provide any follow-up training or coaching. Performance feedback has been shown to improve teachers' practices. Most often the researcher provides the intervention, instead of the researcher training school-based personnel to be the interventionist. This study used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provided by a school behavior resource teacher on four teachers' use of behavior specific praise. The school behavior resource teacher was trained to collect data during direct observations, lead brief coaching sessions and send performance feedback emails with a graph of teacher behavior. Since primary data collectors observed at the same time as the behavior resource teacher, the behavior resource teacher's accuracy of data collection was measured and reported. Results indicate a functional relation between visual performance feedback provided by a school behavior resource teacher and teachers' increased use of behavior specific praise. Additionally, student disruptive and off-task behavior decreased as teachers' rates of behavior specific praise increased. Perceptions of this intervention from teachers, the behavior resource teacher, and the school principal were overall positive. School-based personnel can be trained in data collection, brief coaching sessions, and implementation of visual performance feedback to support teachers in increasing their use of behavior specific praise. Further research should continue to explore how to best train and coach school-based personnel as an interventionist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29321897
Accession Number: ED647773
Database: ERIC
Description
Abstract:Teachers continually report receiving inadequate training and support in classroom management practices. If teachers do have the opportunity to receive professional development, most are designed as a one-time learning opportunity and do not provide any follow-up training or coaching. Performance feedback has been shown to improve teachers' practices. Most often the researcher provides the intervention, instead of the researcher training school-based personnel to be the interventionist. This study used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provided by a school behavior resource teacher on four teachers' use of behavior specific praise. The school behavior resource teacher was trained to collect data during direct observations, lead brief coaching sessions and send performance feedback emails with a graph of teacher behavior. Since primary data collectors observed at the same time as the behavior resource teacher, the behavior resource teacher's accuracy of data collection was measured and reported. Results indicate a functional relation between visual performance feedback provided by a school behavior resource teacher and teachers' increased use of behavior specific praise. Additionally, student disruptive and off-task behavior decreased as teachers' rates of behavior specific praise increased. Perceptions of this intervention from teachers, the behavior resource teacher, and the school principal were overall positive. School-based personnel can be trained in data collection, brief coaching sessions, and implementation of visual performance feedback to support teachers in increasing their use of behavior specific praise. Further research should continue to explore how to best train and coach school-based personnel as an interventionist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-514-3096-6
ISSN:3514-3096