| dc.description.abstract | The purpose of coaching is to support the implementation of newly acquired skills in teachers and other school staff. Using a combination of cognitive and problem-solving strategies, coaching is hard to identifying in as a single practice. A key component of coaching is the observation and feedback cycle. Performance feedback (PF) is an evidence-based practice as an implementation strategy for improving educators' fidelity of implementation. Yet still, there is some disagreement of what PF is due to vague terminology and PF being a part of a bigger treatment package, coaching. Supported by the literature, PF can be described as a broad definition that encompasses a personal interaction with the oral, written, or gestural communication regarding the progress towards the desired outcome. PF involves observations of the teacher to collect data on implementation and sharing that data with the teacher to improve their future performance. There are several variables that can change the effectiveness of PF on teachers' implementation of a target intervention, new curriculum, or strategy. However, research supports that any type of PF is at least somewhat effective in changing teachers' behavior. Some variables of PF include immediacy of delivering the feedback, and dosage. Several studies have looked at these variables, as well as using PF to teacher a particular strategy to school staff. To date, no studies have conducted a moderator analysis of these PF variables or assessed the quality of literature for PF in isolation from other coaching components. The current dissertation analyzes PF as a way to improve teacher and school staff implementation by answering the following research questions: 1) Is PF supported by the literature as an EBP according to the WWC single-case design standards? 2) What are the effects of PF on fidelity of implementation of classroom strategies and programs? 3) What moderator variables of PF produces the best effect for implementation fidelity? 4) Does PF increase the teachers' implementation of Opportunities to Respond? 5) What effects does high rates of Opportunities to Respond have on students' on-task behavior? | en |
