What's the goal? Using Goal Setting and Performance Feedback to Improve Pre-Service Teachers' Classroom Management Practices
Location
PARB 128 (First Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Teacher implementation of evidence-based practices (EBPs) is critical for student success, yet a gap remains between research and practice. Two EBPs specifically promote student engagement and positive behavior: behavior specific praise and active student responding. Unfortunately, many classroom teachers, specifically pre-service teachers, struggle with the implementation of these practices. Furthermore, the transition from knowledge to applied practice could be based on limited hands-on experience in the classroom. 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. Researchers found that all pre-service teachers increased their rate of behavior specific praise and opportunities to respond after receiving performance feedback with and without goal setting by email. These findings, along with the results of the social validity questionnaire of the participants and university supervisor, will be shared.
Keywords
Performance feedback, goal-setting, pre-service teachers, classroom management
Professional Bio
Caitlin Criss is an Assistant Professor in the Elementary and Special Education Department at Georgia Southern University. Prior to obtaining her PhD from The Ohio State University, she taught middle and high school special education and school and district administrator for 7 years. Her research interests include teacher training, pre-service teacher training, the use of evidence-based practices in classroom management, scholarship of teaching and learning, and students with emotional and behavior disabilities.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Criss, Caitlin J.; Devine, Stephanie M.; and Massey, Cynthia C., "What's the goal? Using Goal Setting and Performance Feedback to Improve Pre-Service Teachers' Classroom Management Practices" (2022). Georgia Educational Research Association Conference. 43.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/43
What's the goal? Using Goal Setting and Performance Feedback to Improve Pre-Service Teachers' Classroom Management Practices
PARB 128 (First Floor)
Teacher implementation of evidence-based practices (EBPs) is critical for student success, yet a gap remains between research and practice. Two EBPs specifically promote student engagement and positive behavior: behavior specific praise and active student responding. Unfortunately, many classroom teachers, specifically pre-service teachers, struggle with the implementation of these practices. Furthermore, the transition from knowledge to applied practice could be based on limited hands-on experience in the classroom. 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. Researchers found that all pre-service teachers increased their rate of behavior specific praise and opportunities to respond after receiving performance feedback with and without goal setting by email. These findings, along with the results of the social validity questionnaire of the participants and university supervisor, will be shared.
