有效辅导的机制:利用提示和绩效反馈来提高教师和学生的成绩

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley
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引用次数: 1

摘要

辅导是支持循证教学和行为实践(EBP)实施的关键驱动因素。本研究的目的是提出一种辅导模式,并考察两种辅导机制(提示和绩效反馈)对(a)教师使用课堂管理EBP和(b)学生课堂干扰的影响。通过对七名教师进行两种平衡的、同时进行的多基线设计,发现在(a)教师使用EBP的增加和(b)课堂干扰的减少方面,仅使用提示的高效辅导和仅使用绩效反馈之间存在适度的功能关系。在引入提示与绩效反馈的顺序上没有观察到一致的差异,在添加提示或绩效反馈的组合使用与单独使用时也没有观察到相同的好处。讨论了指导研究和实践的发现和意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes
Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom disruption. Using two counterbalanced, concurrent multiple-baseline designs across seven teachers, modest functional relations were found between highly efficient delivery of coaching using prompting alone and performance feedback alone on (a) an increase in teacher use of EBPs and (b) a decrease in classroom disruption. No consistent differences were observed in the order with which prompting versus performance feedback were introduced, nor were consistent benefits observed when adding combined versus individual use of prompting or performance feedback. Findings and implications for coaching research and practice are discussed.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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