Effects of Email Performance Feedback on Teachers’ Use of Play Expansions

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2020-11-03 DOI:10.1177/1053815120969821

Lauren Gomez, E. Barton, Claire Winchester, Brandy Locchetta

引用次数: 2

Abstract

The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers’ use of play expansions. Results indicated that email was an effective method for delivering performance feedback, subsequently increasing teachers’ use of play expansions when individualized to meet the needs of teachers; however, the complexity of children’s play behaviors did not increase.

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电子邮件绩效反馈对教师使用游戏扩展的影响

本研究的目的是检验电子邮件传递的绩效反馈对在包容性幼儿课堂工作的教师的有效性。采用并行多探针跨参与者设计来检验通过电子邮件提供的绩效反馈与教师使用游戏扩展之间的关系。结果表明，电子邮件是提供绩效反馈的有效方法，随后增加了教师在个性化时使用游戏扩展来满足教师的需求;然而，儿童游戏行为的复杂性并没有增加。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.