Effect of Performance Feedback on Increasing Quality Classroom Instruction in Middle School

Effective classroom instruction is a critical element to improving outcomes for low performing students and optimizing the effectiveness of multi-tiered systems. Middle school is a particularly important area to address in improving classroom literacy instruction as it becomes a place where students...

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Bibliographic Details
Main Author:	Perry, Valerie M
Format:	Dissertation
Language:	English
Published:	ProQuest LLC 2013 ProQuest Dissertations & Theses
Subjects:	Adolescents Child Health Control Groups Curriculum Based Assessment Direct Instruction Educational administration Educational Development Educational Quality Educational Strategies Feedback (Response) Grade 4 Grade 5 High School Students Individualized Instruction Instructional Effectiveness Language Acquisition Language Proficiency Learner Engagement Learning Strategies Longitudinal Studies Low Achievement Middle School education Middle School Students Middle School Teachers Middle Schools Observation Occupational psychology Outcomes of Education Reading Comprehension Reading Instruction Reading Skills School administration Student Motivation Teacher Behavior Teaching Methods Thinking Skills Urban Schools Vocabulary Development
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Summary:	Effective classroom instruction is a critical element to improving outcomes for low performing students and optimizing the effectiveness of multi-tiered systems. Middle school is a particularly important area to address in improving classroom literacy instruction as it becomes a place where students learn skills that allow them to transition from "learning to read" to "reading to learn." Professional development literature has suggested some effectiveness with the use of coaching, but study results have been mixed. One potential solution is the inclusion of a consultation with performance feedback model into the professional development process. This study proposed to examine to what extent instructional consultation with performance feedback increases teacher behavior in implementing targeted elements of quality instruction as well as student engagement and literacy skill acquisition. Teachers from 6th, 7th, and 8th grades at an urban middle school took part in instructional consultation with weekly performance feedback. Observations were conducted and single case design with combined concurrent and non-concurrent multiple baseline was utilized to determine treatment effect. Results indicated an effect on use of random response in instruction and an overall increase in student engagement. Implications for these findings are discussed as they relate to the consultation literature and practical applications for school psychologists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:	9781303292583 1303292580