Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise

Autor/inn/en	Miller, Rhonda D.; Uphold, Nicole
Titel	Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise
Quelle	In: Teacher Education and Special Education, 44 (2021) 4, S.300-318 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Rhonda D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406421994336
Schlagwörter	Positive Reinforcement; Classroom Techniques; Preservice Teacher Education; Coaching (Performance); Feedback (Response); Elementary Secondary Education; Internship Programs; Emotional Disturbances; Behavior Disorders; Students with Disabilities; Student Behavior; Educational Technology; Technology Uses in Education; Student Teachers; Computer Mediated Communication; Video Technology; Electronic Mail; Handheld Devices + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Computerkonferenz; Elektronischer Briefkasten
Abstract	With increasing demands for teacher accountability, today's teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers' use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and 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	2024/1/01