eCoaching across Routines to Enhance Teachers' Use of Modeling
Christan Grygas Coogle, Naomi L. Rahn, Jennifer Riggie Ottley, Sloan Storie
Abstract
The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies were methods to model language for children, and they were randomized to three different routines. Results suggest that eCoaching increased teachers' use of modeling strategies and that eCoaching is a socially valid intervention. Considerations for practice and future research are discussed. [At the time of submission to ERIC this article was in press with "Teacher Education and Special Education" (EJ1116128).]
Citation
Coogle, C.G., Rahn, N.L., Ottley, J.R. & Storie, S. eCoaching across Routines to Enhance Teachers' Use of Modeling. Retrieved August 12, 2024 from https://www.learntechlib.org/p/193065/.
This record was imported from
ERIC on January 10, 2019. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
