Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice

  • Caitlin J. Criss, Ph.D. (Author) Georgia Southern University image/svg+xml
    Dr. Caitlin Criss is an Assistant Professor in the Elementary and Special Education department at Georgia Southern University. Her research interests include increasing teachers' use of positive-based classroom management practices, performance feedback with technology, and effective reading interventions for students with disabilities. This research agenda is developed through a strong relationship with K-12 partnerships, administrators, and teachers.
  • Stephanie M. Devine, Ph.D. (Author) Georgia Southern University
    Dr. Stephanie M. Devine is an Associate Professor of Special Education in the Department of Elementary and Special Education at Georgia Southern University. Dr. Devine is also the Executive Director of EAGLE Academy at Georgia Southern, which is an inclusive postsecondary education program for young adults with intellectual and developmental disability. Her research focuses on preservice and in-service teacher preparation; the use of Universal Design for Learning, technology, and peer mentors to support successful postsecondary transition; and competitive integrated employment for individuals with intellectual and developmental disability.
  • Cynthia C. Massey, Ph.D. (Author) Georgia Southern University
    Dr. Cynthia Massey is an Assistant Professor of Special Education at Georgia Southern University. She has 27 years of experience in the field of special education, with 22 of those dedicated to K-12 teaching. Her current research focuses on best practices within educator preparation programs, including evidence-based methods and the efficacy of instructional technology. This blend of hands-on experience and scholarly research contributes to a distinctive approach in special education.
DOI
https://doi.org/10.64546/jaasep.547
Abstract
Teacher implementation of evidence-based practices (EBPs) is critical for student success, yet a gap remains between research to practice. Two EBPs that specifically promote student engagement and positive behavior are specific praise (BSP) and active student responding (OTR). Unfortunately, many classroom teachers, specifically pre-service teachers, struggle with implementing EBPs. While the caseload demands continue to increase for university field supervisors, educator preparation programs are tasked with finding effective and efficient ways to provide feedback to pre-service teachers. The purpose of this study was to evaluate the effectiveness of written performance feedback and goal setting on increasing evidence-based classroom management practices with special education pre-service teachers. Using a single-case multiple probe design, researchers found that all pre-service teachers increased their rate of BSP and OTR after receiving performance feedback with and without goal setting by email. Results from social validity, limitations, and directions for future research are also discussed.
Keywords
Classroom Techniques, Evidence, Evidence Based Practice, Feedback (Response), Goal Orientation, Performance Based Assessment
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How to Cite
Criss, C. J., Devine, S. M., & Massey, C. C. (2024). From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice. Journal of the American Academy of Special Education Professionals, 19(2), 8-25. https://doi.org/10.64546/jaasep.547

Spring/Summer 2024

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  • Article Type Articles
  • Submitted May 7, 2024
  • Published June 15, 2024
  • Issue Spring/Summer 2024
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