TITLE

Teacher Feedback Intervention, Motor-on-Task Behavior, and Successful Task Performance

AUTHOR(S)
Grant, Bevan C.; Ballard, Keith D.; Glynn, Ted L.
PUB. DATE
January 1990
SOURCE
Journal of Teaching in Physical Education;Jan1990, Vol. 9 Issue 2, p123
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
A multiple baseline research design across teachers was used to evaluate the effects of feedback to teachers of behavioral data gathered in baseline lessons. Two teachers received such feedback while a third teacher served as a control. Both teachers who received feedback increased the amount of time students spent in motor-on-task behavior (+15%). Increases in motor-on-task behavior did not occur at the expense of any other student behavior. While this increase provided the students with more learning trials, only one of the two intervention teachers was able to increase the percentage of success of all student achievement groups when performing the learning trials. There were no substantial differences in student behavior between the three classes taught by the teacher who did not receive feedback. The study showed that although there were considerable differences in how physical education lessons were implemented, the two intervention teachers were able to respond to feedback and to modify their lessons so that the amount of student participation was increased.
ACCESSION #
20786713

 

Related Articles

  • The Impact of Task Progressions on Students' Practice Quality and Task-Related Thoughts. Hebert, Edward P.; Landin, Dennis; Solomon, Melinda A. // Journal of Teaching in Physical Education;Apr2000, Vol. 19 Issue 3, p338 

    Investigates the learning strategies influencing the academic achievement of students. Variables correlated to achievement; Role of physical education teachers on the progressions of students; Instructional conditions resulted to successful practice trials.

  • Raising Student Achievement through Learning Logs and Formative Feedback. Sulzberger, Xanthe // Physical Educator - Journal of Physical Education New Zealand;Nov2014, Vol. 47 Issue 3, p20 

    The author conveys her thoughts on the use of learning logs and formative feedback to raise student achievement. Topics discussed include the use of deep prompting questions throughout the learning and assessment process, ways of using learning logs in Physical Education Achievement Standards,...

  • SOME REVISED LEARNING PRINCIPLES. Palardy, J. Michael // Education;Nov/Dec70, Vol. 91 Issue 2, p157 

    Presents learning principles which has guided educational policies and practices. Existence of basic and measurable differences in rates and styles of learning; Differences in student achievement; Effect of teachers' varying expectations on the students; Proposal of a theory of motivation and...

  • Teacher effectiveness has a huge impact on learning. Gerritz, Bill // International Educator;Apr2007, Vol. 21 Issue 4, p33 

    The author presents his opinion on the impact of the varying effectiveness of teachers on learning. The author cited some research about the influence of effective teachers to the academic achievement of students. He asserts that making judgment about the performance of a teacher is complex and...

  • Motivation & Achievement. Hinkle Smith, Shelby L. // Motivation & Achievement -- Research Starters Education;4/1/2017, p1 

    Student achievement in physical education can offer physical education teachers a challenge as their students are often at differing developmental levels and have different types and levels of motivation toward engaging in physical activity. This article discusses the national standards of...

  • Improving Preservice Teacher Preparation Through the Teacher Work Sample: Exploring Assessment and Analysis of Student Learning. Stobaugh, Rebecca Ruth; Tassell, Janet Lynne; Norman, Antony D. // Action in Teacher Education (Association of Teacher Educators);Spring2010, Vol. 32 Issue 1, p39 

    This study focuses on the Renaissance Teacher Work Sample's critical sections Assessment Plan and Analysis of Student Learning. Preliminary review of scoring data based on the sample revealed that preservice teachers at a large comprehensive institution teacher program appeared to be most...

  • WHAT IF YOUNG CHILDREN WERE GROUPED FOR READING WITH LEARNING-STYLE RESPONSIVE APPROACHES? Dunn, Rita; Honigsfeld, Andrea // Reading Improvement;Summer2006, Vol. 43 Issue 2, p70 

    The article discusses different approaches to reading instruction and explores how students' learning-style preferences impact upon their achievement. According to the authors when a change is proposed, some teachers embrace the possibility, some resist it and others argue about the advantages...

  • How Arts Integration Supports Student Learning: Evidence from Students in Chicago's CAPE Partnership Schools. DeMoss, Karen // Arts & Learning Research Journal;2005, Vol. 21 Issue 1, p91 

    Learning in and with the arts correlates with increased student achievement, but how the arts may support cognitive growth is relatively undocumented. Research in ten classrooms of veteran teacher/artist partnerships documented aspects of thirty students' learning processes and outcomes in...

  • THE INDIGENOUS FACTOR: THE ROLE OF KAPA HAKA AS A CULTURALLY RESPONSIVE LEARNING INTERVENTION. Whitinui, Paora // Waikato Journal of Education;2004, Vol. 10, p85 

    The development and implementation of Ng&asline; toi i roto i te matauranga o Aotearoa ((M&asline;ori visual and performing arts) has seen Kapa Haka (a (M&asline;ori performing dance group) emerge as a dynamic and powerful way for many schools and teachers to engage student learning about...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sign out of this library

Other Topics