Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise

We examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers’ use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measu...

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Bibliographic Details
Published in:Early childhood research quarterly 2011, Vol.26 (1), p.96-109
Main Authors: Hemmeter, Mary Louise, Snyder, Patricia, Kinder, Kiersten, Artman, Kathleen
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Problems
Challenging behavior
Challenging behaviour
Classroom Environment
Coaching
Data
Descriptive praise
Electronic Mail
Electronic mail systems
Faculty Development
Feedback
Feedback (Response)
Group Activities
Intervention
Learner Engagement
Positive Reinforcement
Praise
Preschool
Preschool Teachers
Preschools
Preservice Teacher Education
Research Design
Single subject design
Social–emotional development
Teachers
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Summary:We examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers’ use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior. A multiple probe single-subject experimental design across four preschool teachers was used. Following a brief training session on the use of descriptive praise, coaches observed each teacher conduct a large-group activity and sent them e-mail messages containing performance feedback with a hyperlink to a descriptive praise video exemplar. Training plus e-mail feedback was associated with increases in teachers’ use of descriptive praise for each of the four teachers. Challenging behavior decreased somewhat as teachers’ use of descriptive praise increased. Class-wide measures of children's engagement remained relatively stable across baseline and intervention phases. Implications for future research and practice are discussed.
ISSN:0885-2006
1873-7706
DOI:10.1016/j.ecresq.2010.05.004