Literaturnachweis - Detailanzeige
Autor/inn/en | Markelz, Andrew; Scheeler, Mary Catherine; Riccomini, Paul; Taylor, Jonte C. |
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Titel | A Systematic Review of Tactile Prompting in Teacher Education |
Quelle | In: Teacher Education and Special Education, 43 (2020) 4, S.296-313 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0888-4064 |
DOI | 10.1177/0888406419877500 |
Schlagwörter | Educational Research; Prompting; Teacher Education; Instructional Effectiveness; Tactual Perception; Assistive Technology; Students with Disabilities; Cognitive Processes; Difficulty Level; Teacher Behavior; Student Behavior; Intervals; Educational Innovation Bildungsforschung; Pädagogische Forschung; Benutzerführung; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Taktile Wahrnehmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Instructional innovation; Bildungsinnovation |
Abstract | Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted. (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 |