Providing Performance Feedback to Teachers: A Review

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Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms (2010, background): “In a review of research on the nature of effective feedback, Scheeler, Ruhl, and McAfee (2004) described effective feedback as specific, positive, immediate, and corrective.”
The Effects of “Bug-in-Ear” Supervision on Special Education Teachers' Delivery of Learn Units (2008, background): “…behavior, supervisors and coaches can provide immediate, specific, and corrective feedback, which are the criteria of effective supervision recommended by various researchers (Coulter & Grossen, 1997; Greenwood & Maheady, 1997; Malott & Suarez, 2004; Scheeler et al., 2004; Scheeler & Lee, 2002).”
Understanding feedback: A learning theory perspective (2013, background): “Scheeler et al. (2004) aimed to determine which attributes of performance feedback given to teachers are effective.”
The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature (2012, background): “It may be that either general education or special education teachers are more amenable to PF.”
Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation (2008, methodology): “Feedback on newly acquired skills should be immediate rather than delayed as well as specific, positive, and when needed, corrective (Scheeler et al. 2004).”