Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices

Autor/inn/en	Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A.
Titel	Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices
Quelle	In: Journal of Digital Learning in Teacher Education, 34 (2018) 2, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2017.1399487
Schlagwörter	Simulation; Evidence Based Practice; Reading Comprehension; Disabilities; Preservice Teachers; Preservice Teacher Education; Reading Strategies; Reading Instruction; Teaching Methods; Cooperative Learning; Video Technology; Experimental Groups; Statistical Analysis; Pretests Posttests; Teacher Education Programs; Innovation; Technological Advancement + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Leseverstehen; Handicap; Behinderung; Lehramtsstudiengang; Lehrerausbildung; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Statistische Analyse; Technological development; Technologische Entwicklung
Abstract	Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve preservice teacher (N = 22) knowledge of evidence-based practices embedded in Collaborative Strategic Reading (CSR). Participants were randomly assigned to teach in a simulation or observe peers teach in a simulation. Both groups significantly improved their knowledge of CSR practices after experience in the simulation, and all participants indicated an overall positive perception of simulation to prepare teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01