Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom

Autor/inn/en	Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia
Titel	Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom
Quelle	In: Preventing School Failure, 62 (2018) 3, S.176-189 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennis, Robin Parks) ORCID (Lane, Kathleen Lynne) ORCID (Oakes, Wendy Peia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1408055
Schlagwörter	Teacher Empowerment; Educational Strategies; Self Evaluation (Individuals); Elementary School Students; Special Needs Students; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Grade 5; Intervention; Learner Engagement; Feasibility Studies; Program Implementation; Rural Schools; Outcome Measures; Case Studies; Outcomes of Education; Student Behavior; Self Management; Prompting; Handheld Devices; Observation + Suchen Sie Ihr Suchwort? Lehrstrategie; Sonderpädagogischer Förderbedarf; Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Student behaviour; Schülerverhalten; Selbstmanagement; Benutzerführung; Beobachtung
Abstract	Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning disabilities and attention deficit hyperactivity disorder in a fifth-grade resource classroom. Classroom teachers designed and implemented the intervention in collaboration with university researchers, including implementation by a student teacher and data collection supported by the classroom teacher. Self-monitoring resulted in increases in overall academic engagement and active academic engagement. Treatment integrity and social validity data suggested that the intervention was feasible and acceptable when implemented in collaboration with classroom teachers. Limitations, future directions, and tips for teacher implementation are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01