Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes
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| Title: | Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes |
|---|---|
| Language: | English |
| Authors: | Lindsey N. Ogle (ORCID |
| Source: | Remedial and Special Education. 2024 45(1):30-43. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Institute of Mental Health (NIMH) (DHHS/NIH) |
| Contract Number: | R34MH111783 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Feedback (Response), Performance, Outcomes of Education, Educational Objectives, Student Educational Objectives, Success, Coaching (Performance), Autism Spectrum Disorders, Special Education Teachers, Special Education, Special Needs Students |
| DOI: | 10.1177/07419325231164755 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an initial consultation during which intervention plans were developed. Findings suggest that teacher adherence and student goal-attainment outcomes depend on dosage, not type of coaching. Specifically, having two or four opportunities for performance feedback was significantly better than having none or only one opportunity. Ratings of teacher adherence and student goal attainment delivered via emailed feedback or face-to-face coaching were similar, which may have important implications for cost and efficiency. While preliminary, the results are promising and warrant further research. Implications are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407596 |
| Database: | ERIC |
| Abstract: | Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an initial consultation during which intervention plans were developed. Findings suggest that teacher adherence and student goal-attainment outcomes depend on dosage, not type of coaching. Specifically, having two or four opportunities for performance feedback was significantly better than having none or only one opportunity. Ratings of teacher adherence and student goal attainment delivered via emailed feedback or face-to-face coaching were similar, which may have important implications for cost and efficiency. While preliminary, the results are promising and warrant further research. Implications are also discussed. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325231164755 |
