Barry, Lauren
(2018)
THE EFFECTS OF A TEACHER FEEDBACK INTERVENTION IN A VIRTUAL SCHOOL SETTING.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
This is the latest version of this item.
Abstract
With a growing number of students with disabilities electing to enroll in virtual education programs, it is imperative for teachers in virtual education programs to employ evidence-based practices to ensure that instructional delivery meets the student’s needs and facilitates academic success. However, there is a limited amount of quantitative research on how educators in a virtual education setting can provide feedback to students with disabilities to promote active student engagement in this isolated environment. The purpose of the study was to examine the effect of a teacher feedback intervention on the quality of teacher feedback to students provided in a virtual education system and how this factor impacts active engagement time of students with disabilities in the virtual education program. The study utilized a single-subject multiple baseline across participants research design to examine the effects of the teacher feedback intervention on improving the quality of teacher feedback as well as the effects of the quality of teacher feedback on the active engagement time of students with disabilities in the virtual education program. Results indicated that the teacher feedback intervention training had a functional relationship with the quality of feedback provided by teachers in the virtual education program. Although there was an increase in the quality of feedback provided by teachers in the virtual education setting, there was no evidence of a functional relationship between increasing the quality of teacher feedback and increasing the active engagement of students with disabilities in the virtual education setting. All three teacher participants rated their experience with the intervention and training as effective on social validity surveys.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
17 May 2018 |
| Defense Date: |
17 May 2018 |
| Approval Date: |
24 September 2018 |
| Submission Date: |
17 May 2018 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
106 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Virtual education, teacher feedback intervention, active student engagement |
| Date Deposited: |
24 Sep 2018 14:24 |
| Last Modified: |
24 Sep 2018 14:24 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/35317 |
Available Versions of this Item
-
THE EFFECTS OF A TEACHER FEEDBACK INTERVENTION IN A VIRTUAL SCHOOL SETTING. (deposited 24 Sep 2018 14:24)
[Currently Displayed]
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}