Literaturnachweis - Detailanzeige
Autor/inn/en | Johnson, LeAnne D.; Wehby, Joseph H.; Symons, Frank J.; Moore, Tara C.; Maggin, Daniel M.; Sutherland, Kevin S. |
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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 |
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 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 |