The effect of immediate or delayed video-based teacher self-evaluation on Head Start teachers' use of praise

Author(s): Wright, Margaret R.; Ellis, David N.; Baxter, Abigail
Date Issued: April-June 2012
Description: A study of the impact of immediate or next-morning feedback as part of a video-based teacher self evaluation intervention on their use of both general and specific verbal praise with children, based on data from 51 Head Start teachers from centers in rural and urban communities in Florida, Mississippi, and Alabama
show entire record ↓
Journal Title: Journal of Research in Childhood Education
Volume Number: 26
Issue Number: 2
Page Range: 187-198
Topics: Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships
Country: United States
States: ALABAMA, FLORIDA, MISSISSIPPI
ISSN: 0256-8543 Paper
2150-2641 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms Reports & Papers
Direct behavioral consultation in Head Start to increase teacher use of praise and effective instruction delivery Reports & Papers
Child care under the Family Support Act: Early lessons from the states Reports & Papers
Extended positive effects of a comprehensive Head Start-Follow Through program sequence on academic performance of rural disadvantaged students Reports & Papers
Video interactions for teaching and learning (VITAL): Analyzing videos online to learn to teach early childhood mathematics Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate