Keywords

Bug-In-Ear, Technology, Novice Teachers, Support, Mentoring, Immediate Feedback, Coaching

Abstract

Novice teachers in today's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian, 2007; Darling-Hammond and Baratz-Snowden, 2007; Brownell, Ross, Colon & McCallum, 2005). The present study was designed to examine the effects of using BIE, Bluetooth technology with novice teachers in inclusionary settings at a PK-5 charter school. As it has been demonstrated, Bug-In-Ear Bluetooth technology has allowed supervisors and mentors to increase desired teacher behaviors by providing immediate feedback, coaching and prompting during instructional delivery (Scheeler, McAfee, Ruhl and Lee (2006), Scheeler, Ruhl & McAfee, 2004; & Rock, et al., (2009). Specifically, this study looked to increase the average rate per minute of specific feedback statements made to students during reading instruction. Additionally, maintenance of increased rates of specific feedback once BIE coaching and prompting were withdrawn was also of interest. A multiple-baseline design across participants was used. Data were collected during baseline, intervention, and withdrawal phases. The independent variable was identified as prompts delivered by the coach through BIE Bluetooth technology. The dependent variable for this study was the average rate per minute of specific feedback statements made during reading instruction. Overall, the average rate per minute of specific feedback provided to students during reading instruction increased substantially with the use of Bug-In-Ear Bluetooth technology. Further, participants sustained higher than baseline averages of specific feedback provided to students. This study extended Scheeler (2004, 2006), and Rock's (2009) research on the use of immediate feedback through BIE technology, and demonstrated the effectiveness of this observation method with various participants, groups of students, and classroom diversity.

Notes

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Graduation Date

2010

Advisor

Cross, Lee

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Education

Format

application/pdf

Identifier

CFE0003368

URL

http://purl.fcla.edu/fcla/etd/CFE0003368

Language

English

Release Date

August 2010

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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