Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement

Autor/inn/en	Kennedy, Michael J.; Wagner, Dana; Stegall, Joanna; Lembke, Erica; Miciak, Jeremy; Alves, Kat D.; Brown, Tiara; Driver, Melissa K.; Hirsch, Shanna Eisner
Titel	Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement
Quelle	In: Exceptional Children, 82 (2016) 3, S.303-320 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915615885
Schlagwörter	Curriculum Based Assessment; Preservice Teachers; Multimedia Instruction; Preservice Teacher Education; Pretests Posttests; Student Motivation; Knowledge Level; Instructional Effectiveness; Statistical Analysis; Reading Materials; Skills + Suchen Sie Ihr Suchwort? Multimediales Lernen; Lehramtsstudiengang; Lehrerausbildung; Schulische Motivation; Wissensbasis; Unterrichtserfolg; Statistische Analyse; Skill; Fertigkeit
Abstract	Given the significant literature supporting the use of curriculum-based measurement (CBM) for data-based decision making, it is critical that teacher candidates learn about it prior to student teaching and entry into the field as full-time teachers. The authors of this study used a content acquisition podcast (CAP), a multimedia-based instructional tool, to deliver information regarding CBM to teacher candidates. A second set of students received a practitioner-friendly text containing the same content as the CAP. Participants from three universities (N = 270) were randomly assigned to condition and completed pretest, posttest, and maintenance probes of CBM knowledge and ability to apply skill. In addition, participants completed a measure of motivation during their instruction. Results showed that participants who learned using the CAP scored significantly higher on the knowledge and application measures and reported being more motivated during instruction than peers in the text-only condition. The authors discuss implications for teacher education instruction and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01