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Autor/inn/en | Heal, Nicole A.; Hanley, Gregory P.; Layer, Stacy A. |
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Titel | An Evaluation of the Relative Efficacy of and Children's Preferences for Teaching Strategies that Differ in Amount of Teacher Directedness |
Quelle | In: Journal of Applied Behavior Analysis, 42 (2009) 1, S.123-143 (21 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-8855 |
Schlagwörter | Early Childhood Education; Teaching Methods; Preschool Children; Instructional Effectiveness; Instructional Design; Childhood Attitudes; Reinforcement; Educational Strategies; Educational Assessment; Behavioral Science Research; Child Behavior; Discovery Learning; Direct Instruction Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Positive Verstärkung; Lehrstrategie; assessment; Bewertungssystem; Entdeckendes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren |
Abstract | The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multi-element design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color- and object-name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child-led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher-initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back-up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color- and object-name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence-based values are discussed. (Contains 3 tables and 4 figures.) (As Provided). |
Anmerkungen | Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |