BibTex RIS Kaynak Göster

Öğretmenlere performans geribildirimi sunma: derleme

Yıl 2014, Cilt: 15 Sayı: 02, 15 - 28, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000196

Öz

Kaynakça

  • Albers, A. E., & Greer, R. D. (1991). Is the threeterm contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337–354. Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers. Upper saddle River, NJ: Prentice-Hall.
  • Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. L. Wittock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New York: Macmillan.
  • Buck, G. H., Morsink, C., Griffin, C., Hines, T., & Lenk, L. (1992). Preservice training: The role of fieldbased experiences in the preparation of effective special educators. Teacher Education and Special Education, 15, 108–123.
  • Carnine, D. W., Silbert, J., & Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
  • Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.
  • Christenson, S. L., Ysseldyke, J. E., & Thurlow, M. L. (1989). Critical instructional factors for students with mild handicaps: An integrative review. Remedial and Special Education, 10, 39–48.
  • Cossairt, A., Hall, V., & Hopkins, B. L. (1973). The effects of experimenter’s instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6, 89–100.
  • Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning direct instruction teaching behaviors. Effective School Practices, 16, 21–35.
  • Deshler, D., Ellis, E., & Lenz, B. K. (1996). Teaching adolescents with learning disabilities, strategies, and methods (2nd ed.). Denver, CO: Love.
  • DeWulf, M. J., Biery, T. M., Stowitschek, J. (1987). Modifying preschool teaching behavior through telecommunications and graphic feedback. Teacher Education and Special Education, 10, 171–179.
  • Eisner, E. (1992). Educational reform and the ecology of schooling. Teachers College Record, 93, 610–627.
  • Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). Executive summary of research synthesis on effective teaching principles and the design of quality tools for educators (Tech. Rep. No. 6). University of Oregon, National Center to Improve the Tools of Educators.
  • Englert, C. S. (1983). Measuring special education teacher effectiveness. Exceptional Children, 50, 247–254.
  • Englert, C. S., & Sugai, G. (1983). Teacher training: Improving performance through peer observation and observation system technology. Teacher Education and Special Education, 6, 7–17.
  • Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities Research & Practice, 13, 162–170.
  • Gersten, R., Morvant, M., & Brengleman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62, 52–66.
  • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 446–476.
  • Giebelhaus, C. R. (1994). The mechanical third ear device: A student teaching supervision alternative. Journal of Teacher Education, 45, 365–373.
  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten Standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
  • Griffin, C., & Kilgore, K. L. (1995). Framing the problems of practice: The effects of self-assessment in a study of special education students’ internships. Teacher Education and Special Education, 18, 56–71.
  • Hao, R. (1991). The effects of corrective and noncorrective feedback on changing undesirable verbal teaching behavior. (Doctoral dissertation, Southern Illinois University at Carbondale, 1990). Dissertation Abstracts International, 52.
  • Hindman, S. E., & Polsgrove, L. (1988). Differential effects of feedback on preservice teacher behavior. Teacher Education and Special Education, 11, 25–29.
  • Kohler, F. W., Crilley, K. M., Shearer, D. D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90, 240–250.
  • Lavely, C., Berger, N., & Fulmar, J. (1992). Actual incidence of incompetent teachers. Educational Research Quarterly, 15, 11–13.
  • Lignugaris/Kraft, B., & Marchand-Martella, N. (1993). Evaluation of preservice teachers’ interactive teaching skills in a direct instruction practicum using student teachers as supervisors. Teacher Education and Special Education, 16, 309–318.
  • Lindsey, P., & Strawderman, C. (1995). The quest for teachers: On reviewing a decade of reform efforts. Teacher Education and Special Education, 18, 253–261.
  • Maheady, L., Mallette, B., & Harper, G. F. (1996). The pair tutoring program: An early field-based experience to prepare preservice general educators to work with students with special learning needs. Teacher Education and Special Education, 19, 277–297.
  • Mallette, B., Maheady, L., & Harper, G. (1999). The effects of reciprocal peer coaching on preservice general educator’s instruction of student with special learning needs. Teacher Education and Special Education, 22, 201–216.
  • Morgan, R. L., Gustafson, K. J., Hudson, P. J., & Salzberg, C. L. (1992). Peer coaching in a preservice special education program. Teacher Education and Special Education, 15, 249–258.
  • Morgan, R. L., Menlove, R., Salzberg, C. L., Hudson, P. (1994). Effects of peer coaching on the acquisition of direct instruction skills by low-performing preservice teachers. Journal of Special Education, 28, 59–76.
  • O’Reilly, M. F., Renzaglia, A., Hutchins, M., Koterba-Buss, L., Clayton, M., Halle, J. W., et al. (1992). Teaching systematic instruction competencies to special education student teachers: An applied behavioral supervision model. Journal of the Association for Persons with Severe Handicaps, 17, 104–111.
  • O’Reilly, M. F., Renzaglia, A., & Lee, S. (1994). An analysis of acquisition, generalization and maintenance of systematic instruction competencies by preservice teachers using behavioral supervision techniques. Education and Training in Mental Retardation and Developmental Disabilities, 22–33.
  • Pierce, T., & Miller, S. P. (1994). Using peer coaching in preservice practica. Teacher Education and Special Education, 17, 215–223.
  • Prater, M. A. (1993). Teaching concepts: Procedures for the design and delivery of instruction. Remedial and Special Education, 14, 51–62.
  • Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). New York: Macmillan.
  • Sharpe, T., Lounsbery, M., & Bahls, V. (1997). Description and effects of sequential behavior practice in teacher education. Research Quarterly for Exercise and Sport, 68, 222–232.
  • Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42, 43–48.
  • Stein, M., Carnine, D., & Dixon, R. (1998). Direct instruction: Integrating curriculum design and effective teaching practice. Intervention in School and Clinic, 33, 227–234.
  • Sudzina, M. R., & Knowles, J. G. (1993). Personal, professional and contextual circumstances of student teachers who ‘‘fail’’: Setting a course for understanding failure in teacher education. Journal of Teacher Education, 44, 254–262.
  • Van Houten, R. (1980). Learning through feedback. NY: Human Sciences Press.
  • Woolfolk, A. (1993). Educational psychology. Needham Heights, MA: Allyn & Bacon.
  • Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000). Critical issues in special education (3rd ed.). New York: Houghton Mifflin.
  • Mary Catherine Scheeler, Kathy L. Ruhl, & James K. McAfee, The Pennsylvania State University.

Öğretmenlere Performans Geribildirimi Sunma: Derleme

Yıl 2014, Cilt: 15 Sayı: 02, 15 - 28, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000196

Öz

Öğretmen yetiştirme programları sorunlu Amerikan eğitim sistemindeki rolleri açısından inceleme
altındadır. Bu nedenle, öğretmen yetiştirenler, öğretmenleri etkili öğretim uygulamalarını kullanmaları için
teşvik etmelidir. Etkili uygulamaların kullanımını artıracak yöntemlerden biri hem yeni edinilmiş hem de
yerleşmiş öğretim davranışlarına ilişkin öğretmenlere geribildirim vermektir. Etkili performans geribildiriminin
özelliklerini belirlemek amacıyla alanyazındaki deneysel araştırmalar sistematik olarak gözden geçirilmiştir.
Belirlenen on çalışmanın analizi, çalışılan geribildirimin özelliklerinin şu kategorilerde yer aldığını
göstermektedir: (a) geribildirimin doğası, (b) geribildirimin zamana ilişkin boyutları ve (c) geribildirimi veren
kişi. Bu alanyazın taramasında geribildirimin özellikleri belirli öğretmen davranışlarını değiştirmede etkili veya
umut veren bir uygulama olarak sınıflandırılmıştır. Sadece hemen/anında verilen geribildirim etkili bir özellik
olarak belirlenmiştir. Öğretmenlere verilen geribildirimler için umut vaat eden uygulamalar belirli, olumlu
ve/ya düzeltici geribildirimleri içermiştir. Geribildirim ve öğretmen yetiştirmeye ilişkin ileri araştırmalara
yönelik bu bulgular, öneriler ve yönlendirmeler tartışılmıştır.

Kaynakça

  • Albers, A. E., & Greer, R. D. (1991). Is the threeterm contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337–354. Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers. Upper saddle River, NJ: Prentice-Hall.
  • Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. L. Wittock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New York: Macmillan.
  • Buck, G. H., Morsink, C., Griffin, C., Hines, T., & Lenk, L. (1992). Preservice training: The role of fieldbased experiences in the preparation of effective special educators. Teacher Education and Special Education, 15, 108–123.
  • Carnine, D. W., Silbert, J., & Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
  • Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.
  • Christenson, S. L., Ysseldyke, J. E., & Thurlow, M. L. (1989). Critical instructional factors for students with mild handicaps: An integrative review. Remedial and Special Education, 10, 39–48.
  • Cossairt, A., Hall, V., & Hopkins, B. L. (1973). The effects of experimenter’s instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6, 89–100.
  • Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning direct instruction teaching behaviors. Effective School Practices, 16, 21–35.
  • Deshler, D., Ellis, E., & Lenz, B. K. (1996). Teaching adolescents with learning disabilities, strategies, and methods (2nd ed.). Denver, CO: Love.
  • DeWulf, M. J., Biery, T. M., Stowitschek, J. (1987). Modifying preschool teaching behavior through telecommunications and graphic feedback. Teacher Education and Special Education, 10, 171–179.
  • Eisner, E. (1992). Educational reform and the ecology of schooling. Teachers College Record, 93, 610–627.
  • Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). Executive summary of research synthesis on effective teaching principles and the design of quality tools for educators (Tech. Rep. No. 6). University of Oregon, National Center to Improve the Tools of Educators.
  • Englert, C. S. (1983). Measuring special education teacher effectiveness. Exceptional Children, 50, 247–254.
  • Englert, C. S., & Sugai, G. (1983). Teacher training: Improving performance through peer observation and observation system technology. Teacher Education and Special Education, 6, 7–17.
  • Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities Research & Practice, 13, 162–170.
  • Gersten, R., Morvant, M., & Brengleman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62, 52–66.
  • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 446–476.
  • Giebelhaus, C. R. (1994). The mechanical third ear device: A student teaching supervision alternative. Journal of Teacher Education, 45, 365–373.
  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten Standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
  • Griffin, C., & Kilgore, K. L. (1995). Framing the problems of practice: The effects of self-assessment in a study of special education students’ internships. Teacher Education and Special Education, 18, 56–71.
  • Hao, R. (1991). The effects of corrective and noncorrective feedback on changing undesirable verbal teaching behavior. (Doctoral dissertation, Southern Illinois University at Carbondale, 1990). Dissertation Abstracts International, 52.
  • Hindman, S. E., & Polsgrove, L. (1988). Differential effects of feedback on preservice teacher behavior. Teacher Education and Special Education, 11, 25–29.
  • Kohler, F. W., Crilley, K. M., Shearer, D. D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90, 240–250.
  • Lavely, C., Berger, N., & Fulmar, J. (1992). Actual incidence of incompetent teachers. Educational Research Quarterly, 15, 11–13.
  • Lignugaris/Kraft, B., & Marchand-Martella, N. (1993). Evaluation of preservice teachers’ interactive teaching skills in a direct instruction practicum using student teachers as supervisors. Teacher Education and Special Education, 16, 309–318.
  • Lindsey, P., & Strawderman, C. (1995). The quest for teachers: On reviewing a decade of reform efforts. Teacher Education and Special Education, 18, 253–261.
  • Maheady, L., Mallette, B., & Harper, G. F. (1996). The pair tutoring program: An early field-based experience to prepare preservice general educators to work with students with special learning needs. Teacher Education and Special Education, 19, 277–297.
  • Mallette, B., Maheady, L., & Harper, G. (1999). The effects of reciprocal peer coaching on preservice general educator’s instruction of student with special learning needs. Teacher Education and Special Education, 22, 201–216.
  • Morgan, R. L., Gustafson, K. J., Hudson, P. J., & Salzberg, C. L. (1992). Peer coaching in a preservice special education program. Teacher Education and Special Education, 15, 249–258.
  • Morgan, R. L., Menlove, R., Salzberg, C. L., Hudson, P. (1994). Effects of peer coaching on the acquisition of direct instruction skills by low-performing preservice teachers. Journal of Special Education, 28, 59–76.
  • O’Reilly, M. F., Renzaglia, A., Hutchins, M., Koterba-Buss, L., Clayton, M., Halle, J. W., et al. (1992). Teaching systematic instruction competencies to special education student teachers: An applied behavioral supervision model. Journal of the Association for Persons with Severe Handicaps, 17, 104–111.
  • O’Reilly, M. F., Renzaglia, A., & Lee, S. (1994). An analysis of acquisition, generalization and maintenance of systematic instruction competencies by preservice teachers using behavioral supervision techniques. Education and Training in Mental Retardation and Developmental Disabilities, 22–33.
  • Pierce, T., & Miller, S. P. (1994). Using peer coaching in preservice practica. Teacher Education and Special Education, 17, 215–223.
  • Prater, M. A. (1993). Teaching concepts: Procedures for the design and delivery of instruction. Remedial and Special Education, 14, 51–62.
  • Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). New York: Macmillan.
  • Sharpe, T., Lounsbery, M., & Bahls, V. (1997). Description and effects of sequential behavior practice in teacher education. Research Quarterly for Exercise and Sport, 68, 222–232.
  • Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42, 43–48.
  • Stein, M., Carnine, D., & Dixon, R. (1998). Direct instruction: Integrating curriculum design and effective teaching practice. Intervention in School and Clinic, 33, 227–234.
  • Sudzina, M. R., & Knowles, J. G. (1993). Personal, professional and contextual circumstances of student teachers who ‘‘fail’’: Setting a course for understanding failure in teacher education. Journal of Teacher Education, 44, 254–262.
  • Van Houten, R. (1980). Learning through feedback. NY: Human Sciences Press.
  • Woolfolk, A. (1993). Educational psychology. Needham Heights, MA: Allyn & Bacon.
  • Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000). Critical issues in special education (3rd ed.). New York: Houghton Mifflin.
  • Mary Catherine Scheeler, Kathy L. Ruhl, & James K. McAfee, The Pennsylvania State University.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Selma Akalın Bu kişi benim

Yayımlanma Tarihi 1 Mart 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 02

Kaynak Göster

APA Akalın, S. (2014). Öğretmenlere Performans Geribildirimi Sunma: Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 15-28. https://doi.org/10.1501/Ozlegt_0000000196




The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

download 13337  download         download