Literaturnachweis - Detailanzeige
| Autor/in | Hager, Karen D. |
|---|---|
| Titel | Self-Monitoring as a Strategy to Increase Student Teachers' Use of Effective Teaching Practices |
| Quelle | In: Rural Special Education Quarterly, 31 (2012) 4, S.9-17 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051203100403 |
| Schlagwörter | Self Management; Preservice Teachers; Disabilities; Teaching Methods; Teacher Effectiveness; Positive Reinforcement; Case Studies; Teaching Skills; Rural Areas; Special Education; Elementary Education; Generalization; Maintenance; Student Attitudes Selbstmanagement; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Rural area; Ländlicher Raum; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht; Schülerverhalten |
| Abstract | Student teachers in classrooms for students with moderate-severe disabilities used self-monitoring to increase their use of effective teaching strategies. In the first study, the participant videotaped daily instructional sessions and collected data on her use of varied praise statements and the number of opportunities to respond in a multiple baseline across behaviors design. Next, a student teaching assignment targeting self-monitoring is reported as a series of case studies in which student teachers monitored a self-selected teaching behavior. Research with student teachers, use of videotaping for such research, and implications for use with teachers in rural areas are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 |
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