期刊
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
卷 36, 期 2, 页码 78-90出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0271121415612728
关键词
preparation; personnel; single-subject designs; experimental studies; research methodologies; social competence; assessment
The purpose of this study was to examine the impact of performance feedback on preservice teachers' use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students' use of target-recommended practices across settings and over time. Results indicate performance feedback delivered via email is an effective method for increasing practicum teachers' use of target behaviors; however, generalization and maintenance varied across teachers. Implications for professional development and future research are discussed.
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