Literaturnachweis - Detailanzeige
Autor/inn/en | Ruble, Lisa A.; McGrew, John H.; Wong, Wing Hang; Missall, Kristen N. |
---|---|
Titel | Special Education Teachers' Perceptions and Intentions toward Data Collection |
Quelle | In: Journal of Early Intervention, 40 (2018) 2, S.177-191 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8151 |
DOI | 10.1177/1053815118771391 |
Schlagwörter | Special Education Teachers; Data Collection; Intention; Teacher Attitudes; Social Behavior; Behavior Standards; Teacher Behavior; Correlation; Self Efficacy; Intervention; Autism; Pervasive Developmental Disorders; Early Childhood Education; Likert Scales; Statistical Analysis; Qualitative Research; School Support; Behavior Theories; Attribution Theory; Evidence Based Practice Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Data capture; Datensammlung; Lehrerverhalten; Social behaviour; Soziales Verhalten; Teacher behaviour; Korrelation; Self-efficacy; Selbstwirksamkeit; Autismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Likert-Skala; Statistische Analyse; Qualitative Forschung; Schulförderverein |
Abstract | Although data-based decision making is an evidence-based practice, many special educators have difficulty applying the practice within daily routines. We applied the theory of planned behavior (TPB) to understand the influences that promote or hinder early childhood special educators' intentions to collect data. We assessed three influences on behavioral intention to collect data derived from the TPB: (a) attitude toward collecting data, (b) social norms for collecting data, and (c) perceived behavioral control for collecting data. All three influences correlated positively with teachers' reported intention to collect data; however, only perceived behavioral control of barriers correlated positively with actual data collection. Additional measures of teacher self-efficacy and administrative support correlated positively with intention to collect data, but not with actual data collection behaviors. Perceived behavior control accounted for the most variance in actual data collection behavior. Implications of the findings for data collection practices in educational settings 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 |