The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning Direct Instruction teaching behaviors

Research areas:

• Uncategorized

Year:

1997

Subtype:

Article

Keywords:

Corrective Reading, coaching, implementation, feedback, teachers

Authors:

Coulter, G.; Grossen, B.

Source:

Effective School Practices

Design type:

Single Subject

Fidelity monitored:

Yes

Other tags:

Corrective Reading, coaching, implementation, feedback, teachers

Location/Setting:

Middle School

Abstract:

This study compared the effectiveness of feedback about teacher performance received in-class with feedback received after-class. Teachers instructed remedial fifth and sixth grade students with the Direct Instruction reading program, Corrective Reading. Five of seven teachers acquired specific teaching behaviors at a faster rate with in-class feedback as compared to after-class feedback; additionally, in-class feedback resulted in better maintenance of behaviors when measured two weeks after intervention. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Comments:

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