Rutledge, Valerie C.
Casey, Amy; Johnston, Linda; McWilliam, Robin; Miller, Ted
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
This study provided information on the impact of graphical feedback on teachers’ frequency of use of a specific teaching strategy as a supervision method which might be used to measure a change in behavior. Graphical feedback allowed for a systematic application of support and mentoring to the teachers which was displayed as data in a quantitative, objective format. The researcher presented the teachers with graphical displays of the frequency of their behavior and verbal feedback to ensure their understanding. Incidental teaching was the teaching strategy used for the study. This strategy elaborated on a child’s engagement in the classroom. Teachers were able to use what the child was interested in and scaffold learning to expand the child’s learning. The study described the impact of graphical feedback on three preschool teacher s in a developmentally appropriate room designed for 4 year old children, both with and without disabilities. After receiving information regarding incidental teaching, teachers were provided with a graph that displayed a representation of the frequency with which they use d incidental teaching. The impact of the graphical feedback on the teachers’ behavior was measured by using a multiple-baseline design. All three teachers demonstrated improvement in the frequency of incidental teaching during the intervention and maintenance phases.
Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.
Teachers, Training of; Effective teaching
ix, 98 leaves
Rivers, Linda Moyer, "The impact of graphical feedback on teachers' frequency of use of incidental teaching" (2010). Masters Theses and Doctoral Dissertations.