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Marcia L. Rock, Ph.D. Project Director H325K060310 mrock@bamaed.ua.edu Pamela W. Howard, Ph.D.

Using Virtual Bug In Ear Technology to Transform Elementary Educators into Highly Qualified Special Educators: Year 1 Outcomes. Marcia L. Rock, Ph.D. Project Director H325K060310 mrock@bamaed.ua.edu Pamela W. Howard, Ph.D. Project Associate Sharron Maughn , M.A., Ed.S . Project Associate

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Marcia L. Rock, Ph.D. Project Director H325K060310 mrock@bamaed.ua.edu Pamela W. Howard, Ph.D.

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  1. Using Virtual Bug In Ear Technology to Transform Elementary Educators into Highly Qualified Special Educators: Year 1 Outcomes Marcia L. Rock, Ph.D. Project Director H325K060310 mrock@bamaed.ua.edu Pamela W. Howard, Ph.D. Project Associate Sharron Maughn, M.A., Ed.S. Project Associate Madeline Gregg, Ph.D. Project Associate Donna M. Ploessl, M.A., Ed.S. Project Graduate Associate http://projectteeach.ua.edu

  2. What is BIE? Bug-in-Ear Inexpensive portable radio communication system (Earpiece and microphone components) used to deliver immediate feedback to teachers delivering classroom instruction (Herold, Ramirez, & Newkirk, 1971; Scheeler, McAfee, Ruhl, & Lee, 2006). AKA Mechanical Third Ear Device Wireless Earphone Electronic Audio-Cueing System

  3. Is BIE Effective? The accumulated literature has led authorities to assert that BIE technology has had a positive impact on teacher behavior. (See Bowles & Nelson, 1976; Giebelhaus & Cruz, 1992, 1994, & 1995; Herold, Ramirez, & Newkirk, 1971; Kahan, 2002; Scheeler & Lee, 2002; Scheeler, McAfee, Ruhl, & Lee, 2006; Thomson, Holmberg, Baer, & Moore, 1978; van der Mars, 1988) The device has received overwhelmingly favorable reviews from university students who can easily attend simultaneously to two sets of verbal stimuli. (See Scheeler et al., 2006) BIE technology was far superior to traditional forms of supervision, which relied on using delayed conferencing feedback tactics with a teacher. (See Herold, Ramirez, & Newkirk, 1971)

  4. Past BIE Research

  5. Limitations of Traditional BIE Technology Limited Transmitting Capability Ranging from 150 to 300 feet (Herold, Ramirez, & Newkirk, 1971; Scheeler, McAfee, Ruhl, & Lee, 2006) Obtrusiveness Factor Observer present in the classroom and talking during the teacher’s lesson

  6. A Rationale for Improved BIE Technology The value as well as the shortcomings of traditional BIE technology The need for improved mobile technology integration in teacher education Mobile devices, such as Bluetooth headsets and interactive videoconferencing, have been used in colleges of business, law, and medicine, for conferencing, capturing data, aiding decision-making, reducing errors, and documenting assessment, interventions, and outcomes (Franklin, Sexton, Lu, & Ma, 2007).

  7. State of the Art VBIE Technology Components Four Components = $136.36 P1-Voyager 510 Bluetooth Headset = $41.36 IOGear Enhanced Date Rate Bluetooth Wireless USB Adapter GBU221= $34.00 Creative WebCam Live! Ultra-Web Camera = $61.00 Skype = $0.00 (Free)

  8. State of the Art VBIE Technology: How Reliable Is It? • Technology (Audio & Video Recoding)

  9. VBIE Technology: Studies Purpose Offer immediate feedback in real-time to coach practicing teachers as they translate research into classroom practice and investigate impact on: High access instructional strategies (Feldmen & Denti, 2004) Teacher praise, reprimands, & redirects Student on-task behavior Acceptability of use (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  10. VBIE Technology Study 1: Research Questions Can recent advances in technology be incorporated to enhance the capacity of traditional BIE? How long does the device need to be used to overcome mechanical or technological issues? Are there any differential affects on the behavior of experienced versus novice teachers? How does use of BIE technology affect student learning? (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  11. VBIE Technology Study 2: Research Questions Can the advanced online BIE be used successfully over time across varied classrooms and school districts at a reasonable cost with adequate technical reliability? Is continued use of advanced online BIE technology disruptive to the master’s level teacher, the P-12 students, or the classroom instructional routines? What happens to desired changes in teacher behavior and classroom climate over time? How does continued use of BIE technology affect student learning? (Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  12. VBIE Studies: Subjects, Settings, & Demographic Description 15 Project TEEACH study participants with varied professional teaching experience (i.e., mean of 5.4, range = 1-20 years) 15 varied classrooms across 12 differing school districts (i.e., type and size: 5 = rural, 3 = mid-size central city, 3 = urban fringe of a mid-size city, and 1 = urban fringe of a large city) 15 sites across seven West Alabama counties in varied geographic locations (i.e., schools located 2.69 mi to 65.63 mi from the university w/ a mean distance (one-way) of 28.5 mi. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  13. VBIE Studies: Method Mixed methods sequential explanatory strategy (Creswell, 2003; Tashakkori & Teddie, 2003) Quantitative Analysis: One-tailed matched pairs t-tests to determine the statistical significance between the frequency of codes in participants’ pre (i.e., baseline) and intervention BIE observation videotapes (McMillan & Schumacher, 1984; Vockell & Asher, 1995). Qualitative Analysis: Methods proposed by Lincoln and Guba (1985) to code participants’ written reflections about their BIE experiences.

  14. VBIE Studies: Method 395 VBIE observations with and without feedback (Spring 07, Fall 07, Spring 08) 30 min preplanned whole class or small group lessons Mixed methods sequential explanatory strategy (Creswell, 2003; Tashakkori & Teddie, 2003) (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  15. Dependent Variable: Teacher Data Statistically significant increases in participants’ use of high-access instructional practices (i.e., choral/nonverbal choral response, partner strategies, and cloze reading) and teacher praise Statistically significant decreases in trainees’ use of low-access instructional practices, such as hand raising, round robin/teacher read alouds, and blurt outs. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  16. Dependent Variable: Teacher Data Statistically significant increase in the teachers’ use of praise statements and redirects No statistically significant findings with regard to participants’ use of reprimands. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  17. Dependent Variable: P-12 Student Data Statistically significant improvement in the percent of students engaged in classroom instruction. Improved from 73.8% to 92.7%. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  18. Dependent Variable: Professor Data Encouraging and instructive feedback offered more often than corrective or questioning. Feedback delivered while the teacher was speaking or before/after the lesson. No evidence of disruption (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  19. Dependent Variables: One Year Later Pairs 1 through 5: Early fall intervention compared to late fall intervention, we expected the scholars to maintain or continue to improve. There were no significant differences in the data; thus they maintained use of best practices. Pairs 6 through 10: Spring baseline compared to spring intervention, we expected the scholars to improve. There were significant differences in the data thereby indicating improvement. Pairs 11 and 12: Fall means compared on low versus high access and redirects/reprimands versus praise. We expected the scholars to use more high access than low access instructional strategies and to use more praise than redirects/reprimands. The data reveal significant differences as expected. (Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  20. Dependent Variables: One Year Later Pairs 13 through 17: Spring intervention compared to early fall intervention, we expected the scholars to maintain or continue to improve. Significant differences emerged in teacher redirects and engaged student behavior –redirects decreased and student engagement increased. There were no significant differences observed across other variables; thus they maintained use of best practices. Pairs 18 through 22: Spring intervention compared to late fall intervention, we expected the scholars to maintain or to continue to improve. There were no significant differences in the data; thus they maintained use of best practices. Pairs 23 through 27: Spring baseline compared to late fall intervention, we expected the scholars to improve. Significant differences emerged in the data thereby indicating improvement. (Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  21. One-Tailed Matched-Pairs t-Test Data

  22. Frequency Count of Timing and Typeof Professor/Coach Feedback

  23. Interobserver Agreement (IOA)Study 1 Collected on 14 of the 30 (46.7%) of the video recorded advanced online BIE observations and coaching sessions, using 2 trained coders. The mean percent agreement across the 14 tapes was 95.4% (range = 79.8% - 100%) for the pre-intervention condition and 91.7% (range = 52.4% - 100%) for the intervention condition. (Cooper, Heron, & Heward, 2007)

  24. Interobserver Agreement (IOA)Study 2 Collected on 32 of 64 (50%) fall 07 video recorded advanced online BIE coding sessions, using 6 trained coders. The mean percent agreement across the 32 tapes was 85.4% (range = 0% - 100%). When IOA fell below 80%, the coders were retrained. (Cooper, Heron, & Heward, 2007)

  25. Thematic Analysis Emotional Response Anxiety (73.3%) Successful Use 4 completed sessions (93.3%) Stumbling Blocks with Technology Bluetooth headset (46.7%) Initial Set up (40.0%) Professional Insight Cycle of Reflection (80.0%) (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  26. Thematic Analysis Feedback Helpful (73.3%) Effects on P-12 Students Academic (40.0%) Behavioral (60.0%) Attitudes & Beliefs Open and willing (93.3%) Powerful tool for professional development (80.0%) (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  27. State of the Art VBIE Technology Solutions Reassurance From professor & experience Technology Support University, school district, & one another Flexibility Mutual respect & understanding Patience & Commitment Try, try, & try again “It will work…” (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press)

  28. Conclusions It is possible to augment traditional BIE technology by using mobile technology and the Internet to provide teachers-in-training real-time feedback over time with adequate reliability. Expanding the participant population to include master’s level teachers substantiated that BIE can positively influence the classroom behavior of both experienced and beginning teachers. Offering continued feedback in real-time using the advanced online BIE technology does not disrupt classroom instructional instructional routines. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  29. Conclusions Initial changes in teacher behavior are maintained over time with continued use of the advanced online BIE technology. Improvements in P-12 students engaged classroom behavior are also maintained over time. Collecting data on changes in teacher performance and data on the changes that occurred in student engagement, we further validated that what teachers do in the classroom really does matter. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  30. Limitations Use of convenience sample. Lack of comparison data –(i.e., no control group with random assignment). Relatively small sample size. Observers/coders not naïve to purpose of research. Use of self-report data. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  31. Future Directions Comparing changes in dependent variables during prompted and unprompted conditions (i.e., BIE coaching versus no BIE coaching). Comparing changes in dependent variables when traditional face-to-face supervision is used versus advanced online BIE coaching. Continuing to track the dependent variables (i.e., follow the scholars) after the participants have matriculated through the program and are no longer receiving weekly advanced online BIE coaching sessions. Using more sophisticated research designs with random assignment to differing conditions (Rock, Gregg, Thead, Acker, Gable, & Zigmond, in press; Rock, Howard, Ploessl, Maughn, Gregg, Gable, & Zigmond, in preparation)

  32. Selected References Clingerman, T. L., & Bernard, J. M. (2004). An investigation of the use of e-mail as a supplemental modality for clinical supervision. Counselor Education and Supervision, 44, 88. Cook, B.C., Landrum, T.J., Tankersley, M.T., & Kauffman, J. M. (2003). Bringing research to bear on practice: Effective evidence-based practices for students with emotional and behavioral disorders. Education and Treatment of Children, 26, 345-361. Cooper, J.O., Heron, T.E., & Heward, W.L. (2001). Applied behavior analysis (2nd Ed.) Upper Saddle River, NJ: Prentice Hall. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.) Thousand Oaks, CA: Sage Publications. Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87 (3), 237-240. Darling-Hammond, L. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. Educational Researcher, 35 (7), 13-24. Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “Scientifically-based research” actually tell us? Educational Researcher, 31 (9), 13-25. Dudding, C. C., & Justice, L. M. (2004).An e-supervision model: Videoconferencing as a clinical training tool. Communication Disorders Quarterly, 25, 145-151.

  33. Selected References Dudt, K. P., & Garrett, J. (1997).Using video conferencing to improve the supervision of student teachers and pre student teachers. Proteus, 14, 22-24. Feldman, K., & Denti, L. (2004). High-access instruction: Practical strategies to increase active learning in diverse classrooms. Focus on Exceptional Children, 36 (7), 1. Fredricks, A.J., & Dossert, D.L. (1983). Attitude-behavior relations: A comparison of the Fishbein- Ajzen and the Bentler-Speckart models. Journal of Personality and Social Psychology, 45, 501-502. Franklin, T., Sexton, C., Lu, Y., Ma, H.A. (2007). PDAs in teacher education: A case study examining mobile technology integration. Journal of Technology in Teacher Education, 15(1), 39-57. Gable, R. A. (2004). Hard times and an uncertain future: Issues that confront the field of emotional/behavioral disorders. Education and Treatment of Children, 27 (4), 341-352. Gallant, J.P., & Thyer, B.A. (1989). The “bug-in-the-ear” in clinical supervision: A review. The Clinical Supervisor, 7 (2/3), 43-58. George, N., George, M., Gersten, R., Grosenick, J. (1995). To leave or not to leave? An exploratory student of teachers of students with emotional/behavioral disorders. Remedial and Special Education, 16, 493-502. Giebelhaus, C.R., & Cruz, J. (1992). The third ear mechanical device: A supervision alternative. Journal of Early Childhood Teacher Education, 42 (13), 8-12. Giebelhaus, C.R., & Cruz, J. (1994). The mechanical third ear device: An alternative to traditional student teaching supervision strategies. Journal of Teacher Education, 45, 365- 373.

  34. Selected References Giebelhaus, C.R., & Cruz, J. (1995). Implementing the BIE intervention strategy with early field experience student teachers, Final report. ED393808. Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62(1), 52-66. Gunter, P.L., & Reed, T.M. (1996). Self-evaluation of instruction: A protocol for functional assessment of teaching behavior. Intervention in School and Clinic, 31 (4), 225-230. Harold, P., Ramirez, M., & Newkirk, J. (1971). A portable radio communication system for teacher education. Educational Technology, 11, 30-32. Imig, D.G., & Imig, S.R. ( 2006). The teacher effectiveness movement: How 80 years of essentialist control have shaped the teacher education profession. Journal of Teacher Education, 57 (2), 167-180. Khan, D. (2002). The effects of a bug-in-the-ear device on intralesson communication between a student teacher and a cooperating teacher. Journal of Teaching in Physical Education, 22(1), 86-104. Kameenui, E.J., & Carnine, D.W. (1998). Effective teaching strategies that accommodate diverse learners. Moines, IA: Prentice-Hall Inc. Korner, I.N., & Brown, W.H.(1952). The mechanical third ear. Journal of Consulting Psychology, 16, 81-84. Lacey, C. H., Guffey, J. S., & Rampp, L. C. (2000). Clinical supervision using interactive/compressed television (I/C- TV). Teacher Educator, 35, 97-108.

  35. Selected References Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Thousand Oaks, CA: Sage Publications. Pemberton, J. B., Cereijo, M. V. P., Tyler-Wood, T., & Rademacher, J. (2004). Desktop videoconferencing: Examples of applications to support teacher training in rural areas. Rural Special Education Quarterly, 23(2), 3-8. Phillips, B., & Halle, J. (2004). The effects of a teacher-training intervention on student interns' use of naturalistic language teaching strategies. Teacher Education and Special Education, 27 (2), 81-96. Polsgrove, L. (2003). Reflections on the past and future. Education and Treatment of Children, 26, 337-344. Random House Unabridged Dictionary (2nd ed.). (2006). New York, NY: Random House. Ripen, K. J., & Brooks, D. W. (2000). Using personal digital assistants in clinical supervision of student teachers. Journal of Science Education and Technology, 9, 207-211. Sanders, W.L., & Horn, S.P. (1998). Research findings from the Tennessee value-added assessment system (tvaas) database: Implications for educational evaluation and research. ournal of Personnel Evaluation in Education, 12 (3), 247-256. Scheeler, M. C., McAfee, J. K., Ruhl, K. L., & Lee, D. L. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher and Special Education, 29, 12-25. Scheeler, M.C., & Lee, D.L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11 (4), 231-241. Scheeler, M. C., McAfee, J. K., & Ruhl, K. L. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27, 396-407.

  36. Selected References Steele, D. (1995). Gentle teaching: A value based framework for helping others. (ERIC Document Reproduction Service No. ED381983). Sutherland, K., & Wehby, J.H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35 (3), 61-71. Tashakkori, A., & Teddie, C.B. (2003). Handbook of mixed methods social and behavioral research. Thousand Oaks, CA: Sage Publications. Thomson, C.L., Holmberg, M.C., Baer, D.M., Hodges, W.L., & Moore, S.G. (1978). An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. Monographs of the Society for Research in Child Development, 43(4), 1-86. Van der Mars, H. (1988). The effects of audio-cueing on selected teaching behaviors of an experienced elementary physical education specialist. Journal of Teaching in Physical Education, 8 (1), 64-72. Vockell, E.L., & Asher, W.J. (1995). Educational research (2nd ed.) Upper Saddle River, NJ: Prentice Hall.

  37. Selected References Webb, E.J., Campbell, D.T., Schwartz, R.D., & Sechrest, L. (1966) Unobtrusive measures: Nonreactive research in the social sciences. Chicago: Rand McNally. Whiffen, R., & Byung-Hall, J. (1982). Family therapy supervision: Recent developments in practice. London: Academic Press. Wiedmer, T. (1995). Instructional improvement: The goal of clinical supervision. Teacher Educator, 30 (3), 6-18. Wilson, S.M., Floden, R.E., & Ferrine-Mundy, J. ( 2002). Teacher preparation research: An insider’s view from the outside. Journal of Teacher Education, 53 (3), 190-204. Wright, P.S., Horn, S.P.,& Sanders, W.L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11 (1), 57-67.

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