Literaturnachweis - Detailanzeige
Autor/inn/en | Hirsch, Shanna E.; Randall, Kristina N.; Common, Eric Alan; Lane, Kathleen Lynne |
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Titel | Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment-Based Interventions |
Quelle | In: Teacher Education and Special Education, 43 (2020) 4, S.281-295 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hirsch, Shanna E.) ORCID (Common, Eric Alan) ORCID (Lane, Kathleen Lynne) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0888-4064 |
DOI | 10.1177/0888406419876926 |
Schlagwörter | Faculty Development; Program Effectiveness; Intervention; Functional Behavioral Assessment; College School Cooperation; Professional Development Schools; Behavior Modification; Classroom Techniques; Special Education Teachers; Rural Schools; Knowledge Level; Self Efficacy; Teacher Attitudes; Allied Health Personnel; Individual Characteristics Behaviour modification; Verhaltensänderung; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal |
Abstract | Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre-post group design to examine the extent to which a PBPD was effective in teaching participants how to design, implement, and evaluate functional assessment-based interventions. Results indicate participants increased perceived knowledge, confidence, and usefulness and made gains in actual knowledge. The authors conclude with implications, limitations, and suggestions for research and practice. (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 | 2024/1/01 |