Work

How Are They Now? Longer Term Effects of e Coaching Through Online Bug-In-Ear Technology

Year: 2014

Type: article

Abstract: In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants’ electronically archived video files at three points in time—Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants’ teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.

Source: Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children

DOI: 10.1177/0888406414525048

Authors: Marcia L. Rock, Randall E. Schumacker, Madeleine Gregg, Pamela W. Howard, Robert A. Gable, Naomi Zigmond

Institutions: University of North Carolina at Greensboro, University of Alabama, Old Dominion University, University of Pittsburgh

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2138380164