An Analysis of Preference Relative to Teacher Implementation of Intervention

Autor/inn/en	Johnson, LeAnne D.; Wehby, Joseph H.; Symons, Frank J.; Moore, Tara C.; Maggin, Daniel M.; Sutherland, Kevin S.
Titel	An Analysis of Preference Relative to Teacher Implementation of Intervention
Quelle	In: Journal of Special Education, 48 (2014) 3, S.214-224 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466913475872
Schlagwörter	Intervention; Preferences; Program Implementation; Teacher Behavior; Experimental Groups; Control Groups; Adoption (Ideas); Fidelity; Educational Quality; Observation; Coaching (Performance); Sustainability; Kindergarten; Preschool Teachers; Elementary School Teachers; Check Lists; Followup Studies; Educational Practices; Praxis + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Ideas; Ideenfindung; Quality of education; Bildungsqualität; Beobachtung; Nachhaltigkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Checkliste; Follow-up studies; Kontaktstudium; Bildungspraxis
Abstract	The purpose of this study was to conduct a preference trial as a preliminary test of preference effects on teacher behavior relative to implementation (adoption, adherence, quality). Teachers were randomly assigned to "preference" or "no-preference" groups and then trained to implement the intervention. Direct observation occurred immediately after initial training, after 6 weeks of coaching support, and after 4 weeks of no support. Results showed that, when compared with the no-preference group, teachers who had the opportunity to exert a preference adopted the intervention sooner and sustained higher fidelity and quality of implementation independent of coaching. Furthermore, though most teachers in the no-preference group did adopt the intervention and demonstrate high fidelity following coaching, implementation did not sustain after the withdrawal of coaching. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10