Relevant bibliographies by topics / Ear-coaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Ear-coaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Ear-coaching"

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Ottley, Jennifer Riggie, and Mary Frances Hanline. "Bug-in-Ear Coaching." Journal of Early Intervention 36, no. 2 (2014): 90–110. http://dx.doi.org/10.1177/1053815114563614.

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Ottley, Jennifer Riggie. "Real-Time Coaching With Bug-in-Ear Technology." Young Exceptional Children 19, no. 3 (2016): 32–46. http://dx.doi.org/10.1177/1096250615576806.

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Rosenberg, Nancy, and Rachelle N. Huntington. "Distance Bug-in-Ear Coaching: A Guide for Practitioners." Behavior Analysis in Practice 14, no. 2 (2021): 523–33. http://dx.doi.org/10.1007/s40617-020-00534-8.

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Owens, Tosha L., Ya-yu Lo, and Belva C. Collins. "Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity." Journal of Special Education 54, no. 2 (2019): 67–79. http://dx.doi.org/10.1177/0022466919852706.

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In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered co
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Regan, Kelley, and Margaret P. Weiss. "Bug-in-Ear Coaching for Teacher Candidates: What, Why, and How to Get Started." Intervention in School and Clinic 55, no. 3 (2019): 178–84. http://dx.doi.org/10.1177/1053451219842218.

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Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.
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Ottley, Jennifer R., Christan Grygas Coogle, Naomi L. Rahn, and Caitlin F. Spear. "Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers’ Use of Communication Strategies." Topics in Early Childhood Special Education 36, no. 4 (2016): 218–29. http://dx.doi.org/10.1177/0271121416631123.

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The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers’ use of communication strategies, the teachers’ maintenance of strategies post intervention, and the social validity of the intervention. Four early childhood co-teacher dyads participated in the single-case design study. Data were analyzed through visual analysis and masked visual analysis. Results indicate that three of the four teacher dyads increased the frequency wit
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Ottley, Jennifer R., Shayne B. Piasta, Christan Grygas Coogle, Caitlin F. Spear, and Naomi L. Rahn. "Implementation of Bug-in-Ear Coaching by Community-Based Professional Development Providers." Early Education and Development 30, no. 3 (2018): 400–422. http://dx.doi.org/10.1080/10409289.2018.1545500.

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Ennis, Robin Parks, David James Royer, Kathleen Lynne Lane, and Kristin Diane Dunlap. "The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review." Behavioral Disorders 45, no. 3 (2019): 148–66. http://dx.doi.org/10.1177/0198742919839221.

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In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not ty
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Randolph, Kathleen M., Mary Lou Duffy, Michael P. Brady, Cynthia L. Wilson, and Mary Catherine Scheeler. "The Impact of iCoaching on Teacher-Delivered Opportunities to Respond." Journal of Special Education Technology 35, no. 1 (2019): 15–25. http://dx.doi.org/10.1177/0162643419836414.

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Coaching in the school setting typically follows the traditional format of preconference, observe, and postconference, where feedback on teaching performance is shared but often delayed. Professional development (PD) provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between PD and student performance, and iCoaching can help to bridge the gap. In this study, four teachers participated in a focused PD session and subsequent iCoaching sessions where the r
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Artman-Meeker, Kathleen, Nancy Rosenberg, Natalie Badgett, Xueyan Yang, and Ashley Penney. "The Effects of Bug-in-Ear Coaching on Pre-Service Behavior Analysts’ Use of Functional Communication Training." Behavior Analysis in Practice 10, no. 3 (2017): 228–41. http://dx.doi.org/10.1007/s40617-016-0166-4.

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Dissertations / Theses on the topic "Ear-coaching"

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Wade, Wanda. "INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3268.

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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 ex
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Cadière, Peggy. "Étude des circonstances permettant à des enseignants novices du premier degré de se former à la gestion de classe." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20038.

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Si la réflexion scientifique sur la gestion de classe est importante, la recherche dans le domaine de la formation concernant cet objet est plus limitée. À partir d’une analyse de la littérature scientifique concernant la formation des enseignants dans ce domaine, cette étude montre l’existence d’un paradoxe entre une volonté de former à des pratiques génériques les enseignants novices pourtant toujours placés dans des contextes de travail singuliers.L’objet de ce travail était donc de réfléchir à des dispositifs de formation à la gestion de classe qui répondraient à cette préoccupation dans l
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McKinney, Tracy. "Using Bug in Ear Feedback to Increase the Accuracy of Discrete Trial Teaching Implementation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5431.

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Many professionals have successfully implemented discrete trial teaching in the past. However, there have not been extensive studies examining the accuracy of discrete trial teaching implementation. This study investigated the use of Bug in Ear feedback on the accuracy of discrete trial teaching implementation among two pre-service teachers majoring in elementary education and one pre-service teacher majoring in exceptional education. An adult confederate was used to receive discrete trial teaching. Implementing a multiple baseline across participants design, this study examined whether th
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Garland, Dennis. "Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5743.

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Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corp
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Book chapters on the topic "Ear-coaching"

1

Randolph, Kathleen M., and Michael P. Brady. "Evolution of Covert Coaching as an Evidence-Based Practice in Professional Development and Preparation of Teachers." In Handbook of Research on Human Development in the Digital Age. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch013.

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There is a tradition of coaching in many fields that prepares and improves performance among professionals. Coaching practices evolved over time, with several technological applications developed to improve the coaching process. An application gaining attention as an evidence-based practice is the use of wireless communication systems in which coaching statements are delivered to individuals while they engage in work. In education this has been called Bug-in-Ear coaching or Covert Audio Coaching, and has demonstrated its efficacy as a coaching intervention with teachers, families, and individuals with developmental disabilities. In this chapter the evolution of coaching across disciplines is summarized and specific applications that hold promise as an evidence-based practice for the professional development and preparation of teachers are described. This chapter summarizes 22 studies which support covert coaching as an evidence-based practice. Covert coaching enables immediate feedback without interrupting the participants, and provides opportunities for immediate error correction.
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You might also be interested in the extended bibliographies on the topic 'Ear-coaching' for particular source types:
Journal articles
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