Teaching Observational Data Collection to Early Childhood Preservice Educators

Autor/inn/en	Love, Hailey R.; Horn, Eva; An, Zhe
Titel	Teaching Observational Data Collection to Early Childhood Preservice Educators
Quelle	In: Teacher Education and Special Education, 42 (2019) 4, S.297-319 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419836147
Schlagwörter	Teaching Methods; Data Collection; Observation; Early Childhood Teachers; Preservice Teachers; Preservice Teacher Education; Educational Practices; Progress Monitoring; Instructional Effectiveness; Educational Quality; Feedback (Response); Undergraduate Students; Intervention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Data capture; Datensammlung; Beobachtung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Unterrichtserfolg; Quality of education; Bildungsqualität
Abstract	Making data-based decisions is a pervasive expectation for educators and is linked to improved outcomes for students. Observational data collection for progress monitoring, in particular, can help educators track and support students' progress toward individualized educational goals in inclusive settings. Yet, many educators struggle with data collection. In this study, the authors use a multiple baseline across participants' single-case design to investigate the effectiveness of a data collection intervention on early childhood preservice educators' data collection quality. Preservice educators received data collection templates, instruction, and individualized feedback to improve their ability to collect observational data and use it to inform practice. Preservice educators' participation in the instructional program improved the quality of their data collection; however, continued feedback was necessary for some skills to improve. Implications for preparing early educators to collect and use observational progress monitoring data 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