Special Education Teachers' Perceptions and Intentions toward Data Collection

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01