Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research

By Lindsay M. Fallon, Melissa A. Collier‐Meek, Daniel M. Maggin, Lisa M. Hagermoser Sanetti, Austin H. Johnson. 2015

199 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9cba51a02155316dec6cda87cdd3794d7b0e4139

How researchers see this paper

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

In Clinical Psychology

1. Matthew E. Brock
2. E. Carter

In Cognitive Neuroscience

1. Matthew E. Brock
2. E. Carter

In Developmental and Educational Psychology

1. Matthew E. Brock
2. E. Carter

Citations in the corpus

• A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities (2017, background): “Specifically in question 2, we sought to determine whether performance feedback (e.g., Fallon et al., 2015), a combination of modeling and performance feedback (e.g., Brock & Carter, 2013), and/or a one-to-one coaching format (Kretlow & Bartholomew, 2010) is confirmed as efficacious in the…”
• Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis (2017, background): “It is not surprising that verbal feedback promoted increased magnitude of effects, given that a number of previous reviews have concluded that performance feedback is an effective training strategy (e.g., Fallon et al., 2015; Solomon et al., 2012).”