Abstract
We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or vocal feedback to vocal feedback combined with video replays of performance while training the teachers to implement two variations of discrete-trial training. The different forms of feedback were similarly effective for all of the participants. However, all of the teachers showed a preference for vocal feedback when they could choose which form of feedback they would receive from the experimenter. Results have important implications for the use of feedback when training teachers.
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Houston Livestock Show and Rodeo.
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The authors declare that they have no conflict of interest.
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All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from all individual participants included in the study.
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This study was conducted by the first author in partial fulfillment of the requirements for a master’s degree at the University of Houston – Clear Lake. We thank Shimin Bao, Julia Emery, Crystal Hansen, Channing Langlinais, Lisa Rettig, Stephanie Smotherman, and Natalie Villante for their assistance with data collection.
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Luck, K.M., Lerman, D.C., Wu, WL. et al. A Comparison of Written, Vocal, and Video Feedback When Training Teachers. J Behav Educ 27, 124–144 (2018). https://doi.org/10.1007/s10864-017-9279-2
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DOI: https://doi.org/10.1007/s10864-017-9279-2