Chair: ELLIS, DAVID N.
DAI-A 59/05, p. 1534, Nov 1998

This study investigated the effects of a video-based self-evaluation package, and the effect of the timing of the self-evaluation, on a targeted teacher behavior. Fifty-one Head Start teachers from five centers were randomly assigned to one of three groups (Immediate, Delayed, or Control), and were naive to the study conditions. The dependent measure was frequency of general and specific praise statements. The independent variables were a treatment package which consisted of observation skills training and self-evaluation (i.e., self-monitoring and goal setting), and the timing of self-evaluation. Three 5-minute instructional segments, on three consecutive days, were taped for each participant. All instructional segments were used for data collection. Instructional segments 1 and 2 were viewed by the teachers in the two experimental groups. The timing of the video feedback and self-evaluation was manipulated. All taped segments were coded by trained data collectors using laptop computers and data collection software to record frequency of behaviors during the 5 minute instructional segments. It was hypothesized that there would be a change in teacher praise statements after training and after self-evaluation. Teachers significantly increased the frequency of their general praise statements, after training and after self-evaluation. The frequency of specific praise was significantly higher only after completion of the self-evaluation package (training and self-evaluation). Specific praise may require more skill by the teacher in order to identify and use specific praise. The self-evaluation package seemed to be an effective method of providing the impetus for change. The frequency of praise for the control group remained low throughout the study. A second goal of the study was to investigate the optimal timing of teachers' video-feedback and self-monitoring. No significant difference was found between the two experimental groups.