The Efficacy of IRIS "STAR Legacy" Modules under Different Instructional Conditions

Autor/inn/en	Sayeski, Kristin L.; Hamilton-Jones, Bethany; Oh, Susan
Titel	The Efficacy of IRIS "STAR Legacy" Modules under Different Instructional Conditions
Quelle	In: Teacher Education and Special Education, 38 (2015) 4, S.291-305 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406415600770
Schlagwörter	Teacher Education Programs; Special Education; Learning Modules; Outcomes of Education; Context Effect; Pretests Posttests; Educational Experiments; Learning Strategies; Academic Accommodations (Disabilities); Classroom Techniques; Homework; Blended Learning; Effect Size; Achievement Gains; Multimedia Materials; Multimedia Instruction; College Students; Introductory Courses; Education Courses; Knowledge Level; Statistical Analysis + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Learning module; Lernmodul; Lernleistung; Schulerfolg; Schulversuch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Klassenführung; Hausaufgabe; Achievement gain; Leistungssteigerung; Multimediales Lernen; Collegestudent; Einführungskurs; Fortbildungskurs; Wissensbasis; Statistische Analyse
Abstract	The vast majority of special education teacher preparation programs in the United States incorporate the IRIS Center's "STAR Legacy" modules into their coursework. Given the diversity of module content and ways in which the modules are employed, the purpose of this study was to explore the potential mediating effects of instructional context on learner outcomes. Using an experimental, pretest-posttest-maintenance design, 115 participants experienced three different IRIS modules (Peer-Assisted Learning Strategies [PALS], Accommodations, and Classroom Management) under three instructional conditions (i.e., homework, instructor facilitated, and "flipped classroom"). Strong effect sizes from pretest to posttest were found across all three modules across all conditions. Instructional condition has a significant effect on learning for the PALS module only. Differences in participants' perceptions of topic importance, module quality, and knowledge gained, however, were found for the Classroom Management module. Implications for teacher education are discussed. (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