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Date of Award
5-2012
Access Type
Campus Access
Document type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
School Psychology
First Advisor
Amanda M. Marcotte
Second Advisor
John M. Hintze
Third Advisor
Christopher E. Overtree
Subject Categories
Educational Psychology | Social Psychology
Abstract
Instructional time is a precious commodity within the school day. Research has shown (Gettinger & Ball, 2008; Hollywood, Salisbury, Rainforth & Palombaro, 1994) that students are only academically engaged for a fraction of time that is protected for instruction. In order to increase academic achievement, we must increase and protect instructional time. This study used a multiple baseline design across teachers to examine teacher behavior and student engagement. Teachers and students were systematically observed in the classroom. In the first phase, the data from these observations were provided graphically to teachers, thus serving as performance feedback. Performance feedback has been demonstrated as an effective means of increasing treatment integrity and facilitating teacher behavior change (Noell et al., 2005). During the second phase of the study, consultation meetings included a review of the data, collaborative brainstorming of strategies for increasing instructional time and goal setting. It was hypothesized that sharing performance feedback would lead to increased levels of observed instructional time. Results show inconsistent effects for increasing instructional time across participants.
DOI
https://doi.org/10.7275/5691683
Recommended Citation
Klein, Suzanne A, "Increasing Instructional Time Through Performance Feedback In Consultation" (2012). Doctoral Dissertations 1896 - February 2014. 370.
https://doi.org/10.7275/5691683
https://scholarworks.umass.edu/dissertations_1/370