Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials

Brooke J. Lylo, David Lee

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors' availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.

Original languageEnglish (US)
Pages (from-to)120-138
Number of pages19
JournalJournal of Behavioral Education
Volume22
Issue number2
DOIs
StatePublished - Jun 1 2013

Fingerprint

Learning
monitoring
teacher
learning
classroom
university
training program
instructor
Students
instruction
Education
student

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{44739069431a4049845376148025de1d,
title = "Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials",
abstract = "Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors' availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.",
author = "Lylo, {Brooke J.} and David Lee",
year = "2013",
month = "6",
day = "1",
doi = "10.1007/s10864-012-9166-9",
language = "English (US)",
volume = "22",
pages = "120--138",
journal = "Journal of Behavioral Education",
issn = "1053-0819",
publisher = "Springer New York",
number = "2",

}

Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials. / Lylo, Brooke J.; Lee, David.

In: Journal of Behavioral Education, Vol. 22, No. 2, 01.06.2013, p. 120-138.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials

AU - Lylo, Brooke J.

AU - Lee, David

PY - 2013/6/1

Y1 - 2013/6/1

N2 - Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors' availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.

AB - Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors' availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.

UR - http://www.scopus.com/inward/record.url?scp=84877630383&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84877630383&partnerID=8YFLogxK

U2 - 10.1007/s10864-012-9166-9

DO - 10.1007/s10864-012-9166-9

M3 - Article

AN - SCOPUS:84877630383

VL - 22

SP - 120

EP - 138

JO - Journal of Behavioral Education

JF - Journal of Behavioral Education

SN - 1053-0819

IS - 2

ER -