Sustaining Evidence-Based Practices by Graduated Special Educators of Students with ASD: Creating a Community of Practice

Autor/in	Hall, Laura J.
Titel	Sustaining Evidence-Based Practices by Graduated Special Educators of Students with ASD: Creating a Community of Practice
Quelle	In: Teacher Education and Special Education, 38 (2015) 1, S.28-43 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414558883
Schlagwörter	Evidence; Communities of Practice; Sustainability; Special Education Teachers; Autism; Pervasive Developmental Disorders; Graduate Surveys; Graduate Study; Teacher Persistence; Interviews; Statistical Data; Progress Monitoring; Data Collection; Fidelity; Program Implementation; Educational Practices; Specialization; Followup Studies; Check Lists; Mail Surveys; Best Practices; Masters Programs + Suchen Sie Ihr Suchwort? Evidenz; Community; Nachhaltigkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Autismus; Aufbaustudium; Graduiertenstudium; Hauptstudium; Interviewing; Interviewtechnik; Data capture; Datensammlung; Bildungspraxis; Arbeitsteilige Spezialisierung; Follow-up studies; Kontaktstudium; Checkliste; Erhebungsinstrument; Magister course; Magisterstudiengang
Abstract	Supporting special educators' sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master's degree with a specialization in autism, and at least 8 years working as special educators, to determine whether they (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. Survey and interview responses and content from viewed data sheets and graphs were summarized. All 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity. All graduates indicated that the university program assisted in their capacity to implement and sustain their use of EBPs and attribute support from a community of practice as a sustaining factor. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01