Date of Award:

4-2010

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Advisor/Chair:

Ben Lignugaris/Kraft

Abstract

Previous research has shown that various forms of self-evaluation improve teachers' instructional skills. Common among all studies reviewed is the importance of explicit pedagogy linked to improved student outcomes and clear instruction on how to self-assess. Both of these appear critical to sustained change in teachers' behaviors. In this study new teachers were provided initial didactic instruction to improve their presentation skills, praise rate, and error corrections. In addition, the effects of self-evaluation of targeted skills were assessed with one teacher. All three teachers mastered the targeted skills. Two teachers mastered the skills immediately following didactic instruction and practice in a coach's classroom, while one participant mastered the skills following self-evaluation, goal setting, and video. The results are examined relative to the available research. In addition, variables that might have contributed to the loss of experimental control are discussed.

Share

COinS