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    An Experimental Comparison of the Effect of Teacher Versus Self?Evaluation/Self?Reflection Feedback on College Students’ Behavioral Observation Skills

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    Author
    Desrochers, Marcie N.
    Zhang, Jie
    Caron, Stacey L.
    Steinmiller, Jenna
    Keyword
    Feedback
    Behavioral Observation
    Teacher
    Self-Evaluation
    Self-Reflection
    Journal title
    Journal of Behavioral Education
    Date Published
    2018-12-19
    
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    Show full item record
    URI
    http://hdl.handle.net/20.500.12648/2203
    Abstract
    An experimental investigation of the effectiveness of two types of feedback on college students’ acquisition of behavioral observation skills was conducted. Special education and psychology students completed two training assignments involving behavioral observations of students engaging in problem behavior. Depending on the condition to which they were randomly assigned, participants experienced either teacher or self-evaluation/self-reflection feedback immediately after each assignment was completed. Participants in the teacher feedback condition scored higher on the post-training assignments and viewed it more positively than those in the self- evaluation/self-reflection condition. Additional research is needed to identify the relevant variables contributing to effective teacher feedback since it is a frequent component of instructional situations.
    Citation
    Desrochers, M., Zhang, J., Caron, S. et al. J Behav Educ (2018). https://doi.org/10.1007/s10864-018-09313-6
    DOI
    https://doi.org/10.1007/s10864-018-09313-6
    Description
    “This is a post-peer-review, pre-copyedit version of an article published inJournal of Behavioral Education. The final authenticated version is available online at: https://doi.org/10.1007/s10864-018-09313-6.
    ae974a485f413a2113503eed53cd6c53
    https://doi.org/10.1007/s10864-018-09313-6
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    Education and Human Development Faculty Publications

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