How Are They Now? Longer Term Effects of eCoaching through Online Bug-in-Ear Technology
In: Teacher Education and Special Education, Jg. 37 (2014-05-01), Heft 2, S. 161-181
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Zugriff:
In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time--Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants' teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.
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How Are They Now? Longer Term Effects of eCoaching through Online Bug-in-Ear Technology
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Autor/in / Beteiligte Person: | Rock, Marcia L. ; Schumacker, Randall E. ; Gregg, Madeleine |
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Zeitschrift: | Teacher Education and Special Education, Jg. 37 (2014-05-01), Heft 2, S. 161-181 |
Veröffentlichung: | 2014 |
Medientyp: | academicJournal |
ISSN: | 0888-4064 (print) |
DOI: | 10.1177/0888406414525048 |
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