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INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR TECHNOLOGY

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Date Issued:
2010
Abstract/Description:
Novice teachers in todayÂÂ'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 Additionally, maintenance of increased rates of specific feedback once BIE coaching and prompting were withdrawn was also of interest.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 RockÂÂ'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.
Title: INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR TECHNOLOGY.
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Name(s): Wade, Wanda, Author
Cross, Lee, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Novice teachers in todayÂÂ'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 RockÂÂ'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.
Identifier: CFE0003368 (IID), ucf:48447 (fedora)
Note(s): 2010-08-01
Ph.D.
Education, Department of Child Family and Community Sciences
Masters
This record was generated from author submitted information.
Subject(s): Bug-In-Ear
Technology
Novice Teachers
Support
Mentoring
Immediate Feedback
Coaching
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003368
Restrictions on Access: public
Host Institution: UCF

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