The Use of Email to Coach Preservice Early Childhood Teachers

Abstract

The purpose of this study was to examine the impact of performance feedback on preservice teachers’ use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students’ use of target-recommended practices across settings and over time. Results indicate performance feedback delivered via email is an effective method for increasing practicum teachers’ use of target behaviors; however, generalization and maintenance varied across teachers. Implications for professional development and future research are discussed.