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Preparing Undergraduate Pre-Service Teachers through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

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Title: Preparing Undergraduate Pre-Service Teachers through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start
Language: English
Authors: Kennedy, Adam S., Lees, Anna T.
Source: Early Childhood Education Journal. Jul 2016 44(4):369-379.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Descriptors: Preservice Teachers, Undergraduate Students, Feedback (Response), Video Technology, Early Childhood Education, Field Experience Programs, Coaching (Performance), Developmentally Appropriate Practices, Student Teacher Supervisors, Cooperating Teachers, Teacher Student Relationship, Interviews, Preservice Teacher Education
DOI: 10.1007/s10643-015-0725-2
ISSN: 1082-3301
Abstract: Video-based peer coaching and tiered supports were used to promote pre-service teachers' developmentally appropriate adult-child interactions during a semester-long learning module focusing on education, care, and early intervention for infants and toddlers. Undergraduate majors (n = 19) in their second year of an early childhood teacher education program were enrolled in a field-based birth-to-three experience. The module under study took place during one of eight semesters of guided field based apprenticeship, with classroom teachers and early childhood faculty providing constant direct supervision and field-based instruction. Faculty collaborated with Early Head Start teachers to implement a system of tiered supports including universal, targeted, and intensive strategies and interventions derived from principles of multitiered systems of support; video-based peer coaching served as a support at each level of this framework. The field-based module took place in Early Head Start classrooms, where candidates were assessed weekly on developmentally appropriate practice using the CLASS (LaParo et al. in "Classroom Assessment Scoring System (CLASS) manual, toddler." Paul H. Brookes, Baltimore, 2012). Peer coaching groups provided weekly feedback on uploaded video clips of student-led classroom activities. These supports positively influenced undergraduates' interaction behaviors; interviews revealed dimensions of their personal and professional growth. Implications for teacher preparation and further research are discussed.
Abstractor: As Provided
Number of References: 41
Entry Date: 2016
Accession Number: EJ1102241
Database: ERIC
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  Data: Preparing Undergraduate Pre-Service Teachers through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start
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  Data: <searchLink fieldCode="AR" term="%22Kennedy%2C+Adam+S%2E%22">Kennedy, Adam S.</searchLink><br /><searchLink fieldCode="AR" term="%22Lees%2C+Anna+T%2E%22">Lees, Anna T.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Education+Journal%22"><i>Early Childhood Education Journal</i></searchLink>. Jul 2016 44(4):369-379.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 10.1007/s10643-015-0725-2
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  Data: 1082-3301
– Name: Abstract
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  Group: Ab
  Data: Video-based peer coaching and tiered supports were used to promote pre-service teachers' developmentally appropriate adult-child interactions during a semester-long learning module focusing on education, care, and early intervention for infants and toddlers. Undergraduate majors (n = 19) in their second year of an early childhood teacher education program were enrolled in a field-based birth-to-three experience. The module under study took place during one of eight semesters of guided field based apprenticeship, with classroom teachers and early childhood faculty providing constant direct supervision and field-based instruction. Faculty collaborated with Early Head Start teachers to implement a system of tiered supports including universal, targeted, and intensive strategies and interventions derived from principles of multitiered systems of support; video-based peer coaching served as a support at each level of this framework. The field-based module took place in Early Head Start classrooms, where candidates were assessed weekly on developmentally appropriate practice using the CLASS (LaParo et al. in "Classroom Assessment Scoring System (CLASS) manual, toddler." Paul H. Brookes, Baltimore, 2012). Peer coaching groups provided weekly feedback on uploaded video clips of student-led classroom activities. These supports positively influenced undergraduates' interaction behaviors; interviews revealed dimensions of their personal and professional growth. Implications for teacher preparation and further research are discussed.
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      – Text: English
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Feedback (Response)
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