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How Are They Now? Longer Term Effects of eCoaching through Online Bug-in-Ear Technology
ARTICLE

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Teacher Education and Special Education Volume 37, Number 2, ISSN 0888-4064

Abstract

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time--Spring 1 (i.e., baseline, which was the first semester of enrollment without eCoaching feedback), Spring 2 (i.e., 1 year later with eCoaching feedback), and Spring 3 (i.e., 2 years later after exiting the program without eCoaching feedback). Qualitative data were collected by means of interviews with participants regarding their ongoing participation in eCoaching. Quantitative analysis, using repeated-measures ANOVA, confirmed initial improvements in participants' teaching practices and P-12 student engagement generally withstood the test of time. Also, qualitative findings indicated, as time went on, participants had more positive than negative attitudes toward eCoaching through advanced online BIE.

Citation

Rock, M.L., Schumacker, R.E., Gregg, M., Howard, P.W., Gable, R.A. & Zigmond, N. (2014). How Are They Now? Longer Term Effects of eCoaching through Online Bug-in-Ear Technology. Teacher Education and Special Education, 37(2), 161-181. Retrieved November 14, 2019 from .

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