Lindsey N Ogle
Biographic Data
| ID | 9622727 |
|---|---|
| NAME | Lindsey N Ogle |
| GIVEN NAMES | Lindsey N |
| FAMILY NAME | Ogle |
| SIGNATURE | OGLE L N |
| AFFILIATIONS | Ball State University |
| ORCID | 0000-0002-9261-4055 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Type and Dosage of Performance Feedback Following Compass Consultation on Teacher and Student Outcomes
Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an ini…
Practice makes proficient
Objective: To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD. Method: Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested a training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibi…
No prominent works on this page.
Practice makes proficient
Objective: To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD. Method: Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested a training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibi…
Type and Dosage of Performance Feedback Following Compass Consultation on Teacher and Student Outcomes
Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an ini…
Applied Psychology (2 works) · Behavioral and Psychological Studies (2 works) · Coaching (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Psychotherapist (2 works) · Compass (1 work) · Computer Science (1 work) · Educational and Psychological Assessments (1 work)