Comparative Effects of Sequential Behavior Feedback and Goal-Setting across Peer-Teaching and Field-Based Practice Teaching

Tom L. Sharpe; Hosung So; Hasan Mavi; Seth Brown

doi:10.1123/JTPE.21.3.337

Comparative Effects of Sequential Behavior Feedback and Goal-Setting across Peer-Teaching and Field-Based Practice Teaching

Tom L. Sharpe
, Hosung So
, Hasan Mavi
, Seth Brown

Eastern Illinois University

Producción científica › revisión exhaustiva

Idioma original	American English
Publicación	Journal of Teaching in Physical Education
Volumen	21
DOI	https://doi.org/10.1123/JTPE.21.3.337
Estado	Published - abr 1 2002

Disciplines

Psychology
Science and Mathematics Education
Medical Education

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10.1123/JTPE.21.3.337Licencia: Unspecified

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title = "Comparative Effects of Sequential Behavior Feedback and Goal-Setting across Peer-Teaching and Field-Based Practice Teaching",

author = "Sharpe, \{Tom L.\} and Hosung So and Hasan Mavi and Seth Brown",

note = "Based on sequential behavior analysis (SBA) approaches to clinical practice activities (Sharpe, Lounsbery, \& Bahls, 1997) and on results from school-university collaboration approaches to teacher education (Sharpe, Lounsbery, Golden, \& Deibler, 1999), this study analyzed the effects of different supervisory personnel and practice-teaching settings on the relative effectiveness of SBA feedback and goal-setting practices.",

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AU - Brown, Seth

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