TY - JOUR
T1 - Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development
AU - Schaefer, John M
AU - Ottley, Jennifer R.
PY - 2018/12/1
Y1 - 2018/12/1
N2 - Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.
AB - Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.
KW - bug-in-ear
KW - covert audio coaching
KW - evidence-based practice
KW - professional development
KW - teacher preparation
UR - https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85058690946&origin=inward
UR - https://www.scopus.com/inward/citedby.uri?partnerID=HzOxMe3b&scp=85058690946&origin=inward
U2 - 10.1177/0162643418766870
DO - 10.1177/0162643418766870
M3 - Article
SN - 0162-6434
VL - 33
SP - 247
EP - 258
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
IS - 4
ER -