Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback
Christan Grygas Coogle, Naomi L. Rahn, Jennifer Riggie Ottley
Grantee Submission Volume 32, Number 1,
The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers' use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A multiple-probe, single-case design was used to determine the effects of immediate feedback through bug-in-ear eCoaching on teachers' use of communication strategies. Results indicate that immediate feedback through bug-in-ear eCoaching enhanced pre-service teachers' use of communication strategies within small-group activities. Implications for practice and future research are discussed. [This article was published in "Early Childhood Research Quarterly," v32 p105-115 2015.]
Coogle, C.G., Rahn, N.L. & Ottley, J.R. (2015). Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback. Grantee Submission, 32(1), 105-115. Retrieved March 25, 2023 from https://www.learntechlib.org/p/195227/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
- case studies
- Coaching (Performance)
- Communication Strategies
- early childhood education
- evidence based practice
- Instructional Effectiveness
- Internship Programs
- Interrater Reliability
- Likert Scales
- preservice teachers
- Small Group Instruction
- special education
- student teaching
- Technology Uses in Education