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The Impact of the Temporal Location of Performance Feedback on Teachers' Use of Classroom Management Practices

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Title: The Impact of the Temporal Location of Performance Feedback on Teachers' Use of Classroom Management Practices
Language: English
Authors: Ashley M. Boyle, Brittany N. Zakszeski (ORCID 0000-0002-0503-7879), Barry L. McCurdy, Lyndsie A. Erdy
Source: Journal of Positive Behavior Interventions. 2026 28(1):26-37.
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: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Teachers, Beginning Teachers, Feedback (Response), Time Factors (Learning), Classroom Techniques, Behavior Disorders, Emotional Disturbances, Electronic Learning, Observation, Positive Reinforcement, Middle School Students, Students with Disabilities
DOI: 10.1177/10983007251335353
ISSN: 1098-3007
1538-4772
Abstract: Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers' use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493285
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: The Impact of the Temporal Location of Performance Feedback on Teachers' Use of Classroom Management Practices
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Ashley+M%2E+Boyle%22">Ashley M. Boyle</searchLink><br /><searchLink fieldCode="AR" term="%22Brittany+N%2E+Zakszeski%22">Brittany N. Zakszeski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0503-7879">0000-0002-0503-7879</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barry+L%2E+McCurdy%22">Barry L. McCurdy</searchLink><br /><searchLink fieldCode="AR" term="%22Lyndsie+A%2E+Erdy%22">Lyndsie A. Erdy</searchLink>
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(1):26-37.
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  Label: Availability
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10983007251335353
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers' use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.
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  Data: 2026
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  Data: EJ1493285
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1493285
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        Value: 10.1177/10983007251335353
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      – Text: English
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      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Beginning Teachers
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Time Factors (Learning)
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Behavior Disorders
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      – SubjectFull: Emotional Disturbances
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Observation
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      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Middle School Students
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      – SubjectFull: Students with Disabilities
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      – TitleFull: The Impact of the Temporal Location of Performance Feedback on Teachers' Use of Classroom Management Practices
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