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| Project OFTEN: Observation Feedback to Ensure Pre-Service Teacher Success |
| Sunday, May 28, 2006 |
| 1:30 PM–2:50 PM |
| Inman |
| Area: EDC; Domain: Applied Research |
| Chair: Emma J. Martin (University of Oregon) |
| Discussant: Shanna Hagan-Burke (Texas A&M University) |
| Abstract: This symposium shares results from three different studies under Project OFTEN: Observation Feedback to Ensure Pre-Service Teacher Success. The studies are part of a project to develop an effective training package for elementary special education teachers. The first presentation describes a pilot study on the use of a performance feedback package in pre-service, special education teacher training. The second presentation describes a component analysis of the performance feedback package. The third presentation describes a descriptive study of the predictive utility of standards for effective instruction on student reading achievement. The findings from these three studies will hold implications for the use of performance feedback for pre-service teacher training, developing effective performance feedback packages, and determining standards of effecting teaching behaviors, teacher training, and instructional consultation. |
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| Project OFTEN: A Pilot Study. |
| SARAH A. FAIRBANKS (University of Oregon) |
| Abstract: This pilot study examined the use of a performance feedback package on pre-service teachers’ instructional behaviors. Nine student teachers in the University of Oregon special education licensure program received a performance feedback package including verbal feedback, visual feedback, and a goal-setting worksheet on effective teaching behaviors, twice a week over the final term of their student teaching requirement. Performance feedback was based on twenty minute observations of small group (2-5 students) direct reading instruction for elementary students in special education. Descriptive statistics of the effective teaching behaviors will be discussed in relation to standards for effective instruction. In particular, standards regarding: a) pacing of instruction, b) correct academic responding, c) error correction, and d) use of praise and reprimand are examined. The findings hold implications for the use of performance feedback for pre-service teacher training. |
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| Component Analysis of a Performance Feedback Package to Promote Effective Instructional Behaviors in Pre-service Teachers. |
| VIRGINIA REECE (University of Oregon) |
| Abstract: This study will examine what combination of components in a performance feedback package are most effective in promoting effective instructional behaviors in pre-service teachers during reading intervention groups. Four pre-service teachers will receive a performance feedback package over a 8 week period. Each pre-service teacher will be observed 20 minutes daily while teaching direct reading instruction to 4 third grade students. The independent variable will be the combination of components in the performance feedback package including: a) verbal and written feedback, graphic display of instructional behaviors and goal setting, b) verbal and written feedback and goal setting or c) verbal and written feedback, and graphic display of instructional behaviors. The effectiveness of the performance feedback packages will be measured by instructional behavior rates including: a) opportunities to respond, b) praise statements and c) corrective feedback. Student outcome measures will include: a) correct academic responses, b) student engagement time and c) DIBELS Oral Reading Fluency measures. Withdrawal designs will be used to determine which combination of components in a performance feedback package is most effective in promoting effective instructional behaviors. The results of this study could lead to findings with implications for developing future teacher training and instructional consultation models. |
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| Utility of Effective Instructional Standards to Predict Student Reading Achievement. |
| KIRA FLORENCE (University of Oregon) |
| Abstract: This study will investigate the use of standards for effective instruction to predict student reading outcomes. In particular, standards regarding: a) pacing of instruction, b) correct academic responding, c) error correction, d) use of praise and reprimand, and e) progress monitoring will be examined. Pre-service teachers in the University of Oregon special education licensure program will be observed student teaching during small-group (2-5 student), direct instruction reading to third, fourth, and fifth grade students receiving instruction in second grade level material. Effective teaching behaviors will be coded. Student reading growth will be measured over 8 weeks using DIBELS-Oral Reading Fluency measures. Hierarchical linear modeling will be used to determine which standards for effective instruction predict student growth trajectories in reading fluency . The findings will hold implications for determining standards of effecting teaching behaviors, teacher training, and instructional consultation. |
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