Impact of Performance Feedback Delivered via Electronic Mail on Preschool Teachers' Use of Descriptive Praise.

By M. Hemmeter, Patricia A. Snyder, K. Kinder, Kathleen M. Artman. 2011

192 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/09e89872609774eeddbfa07d8796940cb7689e30

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Hemmeter
2. Patricia A. Snyder
3. L. Fox
4. B. Cavanaugh
5. W. Reinke
6. Catriona Elek
7. J. Page
8. M. Conroy

In Education

1. M. Hemmeter
2. Patricia A. Snyder
3. L. Fox
4. Catriona Elek
5. J. Page
6. B. Cavanaugh
7. James Algina
8. M. Conroy

Citations in the corpus

• Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “Even small amounts of coaching, however, have been found to make a difference (e.g. Schepis et al. 2001, Casey and McWilliam 2011, Hemmeter et al. 2011).”
• Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching (2015, background): “Studies that have examined individual teaching strategies (e.g., Hemmeter et al., 2011) or a small set of teaching strategies (e.g., praise, precorrections, expansions; Conroy, Sutherland, Algina, et al., 2014) generally have required fewer coaching sessions to achieve fidelity of implementation…”
• Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices (2015, methodology): “The intervention procedures used in this study were consistent with our previous work (e.g., Fox et al., 2011; Hemmeter et al., 2011).”
• Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes (2015, background): “It has been documented within studies that different teachers need different levels of support (e.g., Hemmeter et al., 2011).”
• An Iterative Approach to the Development of a Professional Development Intervention for Head Start Teachers (2011, background): “, in press), electronic mail (Hemmeter et al., 2011), web cams in classrooms (Pianta et al.”
• Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, result): “The use of coaching, with performance feedback, as part of a PD approach for practice change has been validated in several preschool intervention studies with promising results (e.g., Fox et al., 2011; Hemmeter et al., 2011; Powell, Diamond, Burchinal, & Koehler, 2010).”
• Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, methodology): “Another method for more flexible delivery of feedback that schools could consider includes providing email feedback (Hemmeter et al. 2011).”
• Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “121 Hemmeter et al. (2011).”
• Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014, background): “…increase their use of those practices within their classroom settings and an increase in teachers’ use of these practices is often accompanied by changes in children’s behaviors (see Fox et al., 2011; Fullerton et al., 2009; Hemmeter et al., 2011; Smith et al., 2011; Stormont et al., 2011).”
• Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “…(Colvin et al., 2009; Mace et al., 1983; Mesa et al., 2005; Rathel et al., 2008; Reinke et al., 2008; ), viewing videos of the teacher providing praise statements (Capizzi et al., 2010; Hawkins & Heflin, 2010), or written examples of the teachers’ use of praise statements (Hemmeter et al., 2011).”