The impact of graphical feedback on teachers' frequency of use of incidental teaching

This study provided information on the impact of graphical feedback on teachers’ frequency of use of a specific teaching strategy as a supervision method which might be used to measure a change in behavior. Graphical feedback allowed for a systematic application of support and mentoring to the teachers which was displayed as data in a quantitative, objective format. The researcher presented the teachers with graphical displays of the frequency of their behavior and verbal feedback to ensure their understanding. Incidental teaching was the teaching strategy used for the study. This strategy elaborated on a child’s engagement in the classroom. Teachers were able to use what the child was interested in and scaffold learning to expand the child’s learning. The study described the impact of graphical feedback on three preschool teacher s in a developmentally appropriate room designed for 4 year old children, both with and without disabilities. After receiving information regarding incidental teaching, teachers were provided with a graph that displayed a representation of the frequency with which they use d incidental teaching. The impact of the graphical feedback on the teachers’ behavior was measured by using a multiple-baseline design. All three teachers demonstrated improvement in the frequency of incidental teaching during the intervention and maintenance phases.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Rivers, Linda Moyer

Contributors dc:contributor

• Rutledge, Valerie C.
• Casey, Amy; Johnston, Linda; McWilliam, Robin; Miller, Ted
• College of Health, Education, and Professional Studies

• Teachers, Training of
• Effective teaching

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/376

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1516