Literaturnachweis - Detailanzeige
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 |
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 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 |