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dc.contributor.authorDeSantis, Wes
dc.date2021-06-30T22:24:20.000
dc.date.accessioned2021-09-08T14:28:22Z
dc.date.available2021-09-08T14:28:22Z
dc.date.issued2018-05-01T00:00:00-07:00
dc.identifierrepository.wcsu.edu/educationdis/79
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/180
dc.description.abstract<p>This research focused on the inquiry skill of questioning used as a teaching tool and how undergraduate preservice teacher-preparatory program. The instructional strategy of questioning took place in a classroom that used a mixed-reality simulation system. The research design was a mixed-methods procedure. The quantitative aspect included a quasi-experimental design with a treatment group (those who received data-driven feedback and coaching, n = 15) and a comparison group (those who did not receive data-driven feedback/coaching, n = 15). A comparison of self-efficacy means between groups, indicated no differences before or after the treatment. A Chi-Square procedure and Sign follow-up tests were used to analyze these questioning data. The Chi-Square analysis revealed a significant difference between questioning performance between the treatment and comparison groups, (chi-square(1) = 47.56, p < .01). The Sign tests showed statistically significant change in performance in creating Higher-order Thinking (HOT) questions across all three pairwise sessions, for the treatment group p ranged between .002-.005. The comparison group had no significant differences between any sessions. Qualitative data were collected during feedback and coaching sessions with treatment-group participants after each presented a lesson in a mixed-reality simulation environment. Participants from both groups were interviewed at the end of the study. The themes that emerged were data-driven feedback and coaching improves self-efficacy, planning for a lesson requires reflection, lesson performance is enhanced by reflection, and data-driven feedback and coaching improves questioning skills. This study describes how to improve modern preservice teacher-preparatory programs as they shift toward connecting well-established skills with new-age training technology.</p>
dc.titleTHE EFFECT OF DATA-DRIVEN FEEDBACK AND COACHING USING A MIXED-REALITY SIMULATION IN A PRESERVICE TEACHER EDUCATION PROGRAM
wcsu.oldurlhttps://repository.wcsu.edu/educationdis/79
dc.source.statuspublished
dc.subject.keywordMixed-Reality Simulation
dc.subject.keywordPre-service teacher coaching
dc.subject.keywordSelf-Efficacy
dc.subject.keywordData-driven feedback
dc.subject.keywordInquiry skills
dc.subject.keywordQuestioning skills
wcsu.oldid1081
dc.description.degreeDoctor of Education (EdD)
dc.description.departmentEducation & Educational Psychology


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