Advertisement

Supporting Preservice Teachers to Implement Systematic Instruction Through Video Review, Reflection, and Performance Feedback

  • Ragan H. McLeodEmail author
Article
  • 31 Downloads

Abstract

Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group feedback to support implementation of constant time delay procedures with children in early childhood special education settings. After participating in the intervention, the majority of participants implemented the practice with fidelity. Implications for teacher education are discussed.

Notes

References

  1. Anderson, N. A., Barksdale, M. A., & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97.Google Scholar
  2. Barton, E. E., & Smith, B. J. (2015). Advancing high-quality preschool inclusion: a discussion and recommendations for the field. Topics in Early Childhood Special Education, 35(2), 69–78.Google Scholar
  3. Begeny, J. C., & Martens, B. K. (2006). Assessing pre-service teachers’ training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262.Google Scholar
  4. Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443–463.Google Scholar
  5. Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364.Google Scholar
  6. Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357–377.Google Scholar
  7. Buysse, V., & Hollingsworth, H. L. (2009). Program quality and early childhood inclusion: recommendations for professional development. Topics in Early Childhood Special Education, 29(2), 119–128.Google Scholar
  8. Chang, F., Early, D. M., & Winton, P. J. (2005). Early childhood teacher preparation in special education at 2-and 4-year institutions of higher education. Journal of Early Intervention, 27(2), 110–124.Google Scholar
  9. Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers’ thinking and reflection. Teaching and Teacher Education, 41, 42–51.Google Scholar
  10. Collins, B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Paul H. Brookes Publishing Company.Google Scholar
  11. Cornelius, K. E., & Nagro, S. A. (2014). Evaluating the evidence base of performance feedback in preservice special education teacher training. Teacher Education and Special Education, 37(2), 133–146.Google Scholar
  12. Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices.
  13. Epstein, A. S. (2007). The intentional teacher. Washington, DC: National Association for the Education of Young Children.Google Scholar
  14. Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting reflection in teacher preparation programs: A multilevel model. Teacher Education and Special Education, 35(1), 7–26.Google Scholar
  15. Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2015). Implementation science. International Encyclopedia of the Social and Behavioral Sciences, 11, 695–702.Google Scholar
  16. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida. Retrieved from http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/pdf/Monograph_full.pdf.
  17. Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23(1), 45–63.Google Scholar
  18. Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289.Google Scholar
  19. Hanline, M. F. (2010). Preservice teachers’ perceptions of field experiences in inclusive preschool settings: Implications for personnel preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33(4), 335–351.Google Scholar
  20. Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C., Sweeney, B., Downer, J. T., et al. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25(3), 329–347.Google Scholar
  21. Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice teacher preparation for inclusion: An exploration of higher education teacher-training institutions. Remedial and Special Education, 31(1), 24–33.Google Scholar
  22. Joseph, G. E., & Brennan, C. (2013). Framing quality: annotated video-based portfolios of classroom practice by pre-service teachers. Early Childhood Education Journal, 41(6), 423–430.Google Scholar
  23. Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
  24. Kennedy, A. S., & Lees, A. T. (2016). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in Early Head Start. Early Childhood Education Journal, 44(4), 369–379.Google Scholar
  25. Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61, 172–181.  https://doi.org/10.1177/0022487109347875.Google Scholar
  26. Kurtts, S. A., & Levin, B. B. (2000). Using peer coaching with preservice teachers to develop reflective practice and collegial support. Teaching Education, 11(3), 297–310.Google Scholar
  27. Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25–43.Google Scholar
  28. Lu, H. L. (2010). Research on peer coaching in preservice teacher education—A review of literature. Teaching and Teacher Education, 26(4), 748–753.Google Scholar
  29. McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.Google Scholar
  30. Moyles, J., Adams, S., & Musgrove, A. (2002). Using reflective dialogues as a tool for engaging with challenges and defining effective pedagogy. Early Childhood Development and Care, 172(5), 463–478.Google Scholar
  31. Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566.Google Scholar
  32. Odom, S. L. (2008). The tie that binds. Topics in Early Childhood Special Education, 29(1), 53-61.Google Scholar
  33. Ramey, S. L., Crowell, N. A., Ramey, C. T., Grace, C., Timraz, N., & Davis, L. E. (2011). The dosage of professional development for early childhood professionals: How the amount and density of professional development may influence its effectiveness. In J. A. Sutterby (Ed.), The early childhood educator professional development grant: Research and practice (pp. 11–32). Bradford: Emerald Group Publishing Limited.Google Scholar
  34. Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher education and special education, 27(4), 396–407.Google Scholar
  35. Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: process issues and research needs. Early Education and Development, 20(3), 377–401.Google Scholar
  36. Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133–143.Google Scholar
  37. van Nieuwerburgh, C. (2012). Coaching in education. London: Routledge.  https://doi.org/10.4324/9780429473036.Google Scholar
  38. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966.Google Scholar

Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Department of Special Education and Multiple AbilitiesUniversity of AlabamaTuscaloosaUSA

Personalised recommendations