Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise

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• 作者：Mary Louise Hemmeter ; Patricia Snyder ; Kiersten Kinder ; Kathleen Artman
• 关键词：Challenging behavior ; Social– ; emotional development ; Coaching ; Feedback ; Descriptive praise ; Single subject design ; Preschool
• 刊名：Early Childhood Research Quarterly
• 出版年：2011
• 出版时间：1st Quarter 2011
• 年：2011
• 卷：26
• 期：1
• 页码：96-109
• 全文大小：893 K

文摘

We examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers’ use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior. A multiple probe single-subject experimental design across four preschool teachers was used. Following a brief training session on the use of descriptive praise, coaches observed each teacher conduct a large-group activity and sent them e-mail messages containing performance feedback with a hyperlink to a descriptive praise video exemplar. Training plus e-mail feedback was associated with increases in teachers’ use of descriptive praise for each of the four teachers. Challenging behavior decreased somewhat as teachers’ use of descriptive praise increased. Class-wide measures of children's engagement remained relatively stable across baseline and intervention phases. Implications for future research and practice are discussed.