The effects of training and email performance feedback on teachers use of emotion words with young children

Authors: Yuxin Tang, Erin E. Barton, & Jennifer C. Bancroft

Summary

During the preschool years, children should learn to appropriately name their feelings and to communicate with others about their feelings (Hemmeter, Snyder & Fox, 2017; Joseph, Strain & Ostrosky, 2005). Additionally, the use of email to deliver performance feedback resulted in sustained increases of effective practices by teachers including increases in their use of emotion words (Barton, Pokorski, Gossett, Sweeney, Qiu & Choi, 2018). However, research has shown that early childhood teachers do not use emotion words frequently enough without training and feedback. Therefore the goal of the research was to examine the effects of training and performance feedback through emails on preservice teachers use of emotion words in their classrooms. The primary researcher used a multiple probe (days) across participants design to determine the effectiveness of the email performance-based feedback (Gast, Lloyd & Ledford, 2018).

Participants

Table 1. Characteristic of Target Participants

Note: participant with highlight withdrew from the study when she changed work sites.

Data of Procedural Fidelity (PF) and Inter-Observer Agreement (IOA)

Table 2. PF Data

Table 3. IOA Data

Graphs

Figure 1. Target participants’ use of emotion words with IOA data

Note: the open circle and open square are presented as IOA data

Figure 2. Target participants’ children’s use of emotion words with IOA data

Note: the closed circle and closed square are presented as IOA data