ECC Portfolios

The Role of Performance Feedback and Implementation of Evidence-Based Practices for Preservice Special Education Teachers and Student Outcomes: A Review of the Literature

Rachel Anne Schles, M.Ed, TVI

Doctoral Candidate, University of Pittsburgh

ras277@pitt.edu / @RachelSchles

Council for Exceptional Children 2020

TED-Kaleidoscope Poster Session Resources

Schles CEC TED Poster.pdf

Link to the full article:

Schles, R. A. & Robertson, R. (2019). The role of performance feedback and implementation of evidence-based practices for preservice special education teachers and student outcomes: A review of the literature. Teacher Education and Special Education, 42, 36-48. doi.org/10.1177/0888406417736571

https://journals.sagepub.com/doi/10.1177/0888406417736571

References for the five articles included in the literature review:

Barton, E., Chen, C., Pribble, L., Pomes, M., Kim, Y. (2013). Coaching preservice teachers to teach play skills to children with disabilities. Teacher Education and Special Education, 36, 330-339. doi: 10.1177/0888406413505113

Barton, E., & Wolery, M. (2007). Evaluation of email feedback on the verbal behaviors of pre-service teachers. Journal of Early Intervention, 30, 55-72.

Morgan, R., Menlove, R., Salzberh, C., & Hudson, P. (1994). Effects of peer coaching on the acquisition of direct instruction skills by low-performing preservice teachers. The Journal of Special Education, 28, 59-76. doi: 10.1177/002246699402800105

Rakap, S. (2017). Impact of coaching on preservice teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68, 125-139.

Scheeler, M., McAfee, J., Ruhl, K., & Lee, D. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher Education and Special Education, 29, 12-15. doi: 10.1177/088840640602900103

Google Sites

Report abuse