How Are They Now? Longer Term Effects of e Coaching Through Online Bug-In-Ear Technology

Abstract

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants’ electronically archived video files at three points in time—Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants’ teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.

Keywords

bug in ear teacher development evidence-based practices research methods long-term effects

Get full access to this article

View all access options for this article.

References

Berg

B. L.

(2001). Qualitative research methods for the social sciences. Boston, MA: Pearson.

Bowles

E. P.

Nelson

R. O.

(1976). Training teachers as mediators: Efficacy of a workshop versus the bug-in-ear technique. Journal of School Psychology, 14, 15-25.

Brownell

M. T.

Ross

D. D.

Colon

E. P.

McCallum

C. L.

(2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38, 242-252.

Coker

J. K.

Jones

W. P.

Staples

P. A.

Harbach

R. L.

(2002). Cybersupervision in the first practicum: Implications for research and practice. Guidance & Counseling, 18, 33-38.

Conroy

M. A.

Sutherland

K. S.

Snyder

A. L.

Marsh

(2008). Classwide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24-30.

Cooper

J. O.

Heron

T. E.

Heward

W. L.

(2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Creswell

J. W.

(2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.) Thousand Oaks, CA: Sage.

Derry

S. J.

(2007). Guidelines for video research in education: Recommendations from an expert panel. Retrieved from http://drdc.uchicago.edu/what/video-research-guidelines.pdf

Derry

S. J.

Pea

R. D.

Barron

Engel

R. A.

Erickson

Goldman

. . . Sherin

B. L.

(2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19, 3-53. doi:10.1080/10508400903452884

10.

Farrell

A. C.

Chandler

(2008). Cooperating teachers’ impressions of the whisper-in-my-ear (WIME) and traditional communication feedback methods for physical education pre-service teachers. Education and Human Development, 2 (1), 1-9.

11.

Feldman

Denti

(2004). High-access instruction: Practical strategies to increase active learning in diverse classrooms. Focus on Exceptional Children, 36(7), 1-10,12.

12.

Gall

M. D.

Gall

J. P.

Borg

W. R.

(2007) Educational research: An introduction. Boston, MA: Pearson Education.

13.

Gallant

J. P.

Thyer

B. A.

(1989). The “bug-in-the-ear” in clinical supervision: A review. The Clinical Supervisor, 7(2-3), 43-58.

14.

Giebelhaus

C. R.

(1994). The mechanical third ear device: A student teaching supervision alternative. Journal of Teacher Education, 45, 365-373.

15.

Giebelhaus

C. R.

Cruz

(1992). The third ear mechanical device: A supervision alternative. Journal of Early Childhood Teacher Education, 42 (13), 8-12.

16.

Goodman

J. I.

Brady

M. P.

Duffy

M. L.

Scott

Pollard

N. E.

(2008). The effects of “bug-in-ear” supervision on special education teachers’ delivery of learn units. Focus on Autism & Other Developmental Disabilities, 23, 207-216.

17.

Herold

Ramirez

Newkirk

(1971). A portable radio communication system for teacher education. Educational Technology, 11, 30-32.

18.

Hess

A. K.

(Ed.). (1980). Psychotherapy supervision: Theory, research and practice. New York, NY: Wiley.

19.

Horner

R. H.

Carr

E. G.

Halle

McGee

Odom

Wolery

(2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.

20.

Joyce

Showers

(2002). Student acheivement through staff development (3^rd ed.). Alexandrai, VA: Association for Supervision and Curriculum Development.

21.

Kahan

(2002). The effects of a bug-in-the-ear device on intralesson communication between a student teacher and a cooperating teacher. Journal of Teaching in Physical Education, 22, 86-104.

22.

Knight

(2007). Instructional coaching: A partnership for improving instruction. Thousand Oaks, CA: Corwin Press.

23.

Kratochwill

T. R.

Hitchcock

Horner

R. H.

Levin

J. R.

Odom

S. L.

Rindskopf

D. M.

Shadish

W. R.

(2010). Single-case designs technical documentation. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_scd.pdf

24.

Leko

M. M.

Brownell

M. T.

Sindelar

P. T.

Murphy

(2012). Promoting special education preservice teacher expertise. Focus on Exceptional Children, 44(7), 1-16.

25.

Lincoln

Y. S.

Guba

E. G.

(1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

26.

McMillan

J. H.

Schumacher

(2009). Research in education: Evidence-based inquiry (7th ed.). Upper Saddle River, NJ: Pearson.

27.

Neuman

S.B.

Cunningham

(2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46 (2), 532-566. doi: 10.3102/000283120831208328088

28.

Patton

M. Q.

(2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

29.

Random House (2006). Random House unabridged dictionary (2nd ed.). (2006). New York, NY:Author.

30.

Rock

Gregg

Gable

Zigmond

Blanks

Howard

Bullock

(2012). Time after time online: An extended study of virtual coaching during distant clinical practice. Journal of Technology and Teacher Education, 20, 277-304.

31.

Rock

M. L.

Gregg

Gable

R. A.

Zigmond

N. P.

(2009). Virtual coaching for novice teachers. Phi Delta Kappan, 91, 36-41.

32.

Rock

M. L.

Gregg

Thead

B. K.

Acker

S. E.

Gable

R. A.

Zigmond

(2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education teachers-in-training. Teacher Education and Special Education, 32, 64-82.

33.

Rock

M. L.

Zigmond

N. P.

Gregg

Gable

R. A.

(2011). The power of virtual coaching. Educational Leadership, 69, 42-47.

34.

Scheeler

M. C.

Bruno

Grubb

Seavey

T. L.

(2009). Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education, 18, 189-210. doi:10.1007/s10864-009-9088-3

35.

Scheeler

M. C.

Congdon

Stansbery

(2010). Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method of peer coaching in inclusion classrooms. Teacher Education and Special Education, 33, 83-96.

36.

Scheeler

M. C.

Lee

D. L.

(2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231-241.

37.

Scheeler

M. C.

Ruhl

K. L.

McAfee

J. K.

(2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27, 396-407.

38.

Scheeler

M. C.

McAfee

J. K.

Ruhl

K. L.

Lee

D. L.

(2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher Education and Special Education, 29, 12-25.

39.

Scheeler

M. C.

McKinnon

Stout

(2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35, 78-90.

40.

Schmidt

R. J.

Rozendal

M. S.

Greenman

G. G.

(2002). Reading instruction in the inclusion classroom: Research-based practices. Remedial and Special Education, 23, 130-140. doi:10.1177/07419325020230030101

41.

Silverman

(2006). Interpreting qualitative data: Methods for analyzing talk, text, and interaction (3rd ed.). Thousand Oaks, CA: Sage.

42.

Smith

L. F.

Gratz

Bousquet

S. G.

(2008). The art and practice of statistics. Belmont, CA: Wadsworth.

43.

Solomon

B. J.

Klein

S. A.

Politylo

B. C.

(2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41 (2), 160-175.

44.

Tashakkori

Teddlie

C. B.

(2010). Handbook of mixed methods social and behavioral research (2nd ed.). Thousand Oaks, CA: Sage.

45.

Thomson

C. L.

Holmberg

M. C.

Baer

D. M.

Hodges

W. L.

Moore

S. G.

(1978). An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. Monographs of the Society for Research in Child Development, 43(4), 1-86.

46.

U.S. Department of Education. (2013). Blueprint for Recognizing Educational Success, Professional Excellence and Collaborative Teaching (RESPECT). Retrieved from http://www.ed.gov/teaching

47.

Van der Mars

(1987). The effects of audio-cueing on selected teaching behaviors of an experienced elementary physical education specialist. Journal of Teaching in Physical Education, 8, 64-72.