教师和学生成果的COMPASS咨询后绩效反馈的类型和剂量

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-05-03 DOI:10.1177/07419325231164755
Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, J. McGrew
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引用次数: 0

摘要

很少有人知道在剂量或反馈方面的差异,这些差异使教师指导与教师和学生的结果相关。本研究建立在先前对促进能力和成功合作模型(COMPASS)的研究基础上,以了解不同类型(面对面辅导与电子邮件反馈)和剂量(一次与两次或四次)的绩效反馈与制定干预计划的初步咨询后未收到反馈相比的影响。研究结果表明,教师的依从性和学生目标实现的结果取决于剂量,而不是教练的类型。具体来说,有两到四次绩效反馈机会比没有或只有一次要好得多。通过电子邮件反馈或面对面辅导对教师依从性和学生目标实现情况的评分相似,这可能对成本和效率产生重要影响。虽然是初步的,但研究结果很有希望,值得进一步研究。还讨论了影响。
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Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes
Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an initial consultation during which intervention plans were developed. Findings suggest that teacher adherence and student goal-attainment outcomes depend on dosage, not type of coaching. Specifically, having two or four opportunities for performance feedback was significantly better than having none or only one opportunity. Ratings of teacher adherence and student goal attainment delivered via emailed feedback or face-to-face coaching were similar, which may have important implications for cost and efficiency. While preliminary, the results are promising and warrant further research. Implications are also discussed.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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