Abstract

This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the study. The study provides support for teacher coaching with performance feedback as an effective method for teacher training. Favorable teacher responses indicate it may be an acceptable source of professional development. Future researchers may explore introducing other teaching strategies and feedback on other dependent variables into the teacher coaching sessions. Limitations are inconclusive findings on the effectiveness of BSPS to influence student time on-task. Future research should include a more sensitive, systematic measurement of on-task and disruptive behaviors.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 209-227
Launched on MUSE
2011-04-20
Open Access
No
Archive Status
Archived 2020
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