Literaturnachweis - Detailanzeige
| Autor/inn/en | Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan |
|---|---|
| Titel | eCoaching across Routines to Enhance Teachers' Use of Modeling |
| Quelle | (2016), (38 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1177/0888406415621959 |
| Schlagwörter | Coaching (Performance); Special Education Teachers; Modeling (Psychology); Program Effectiveness; Intervention; Autism; Pervasive Developmental Disorders; Technology Uses in Education; Communication Strategies; Feedback (Response); Questionnaires; Teacher Surveys |
| Abstract | The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies were methods to model language for children, and they were randomized to three different routines. Results suggest that eCoaching increased teachers' use of modeling strategies and that eCoaching is a socially valid intervention. Considerations for practice and future research are discussed. [At the time of submission to ERIC this article was in press with "Teacher Education and Special Education" (EJ1116128).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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