Literaturnachweis - Detailanzeige
Autor/inn/en | Brock, Matthew E.; Carter, Erik W. |
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Titel | A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students with Disabilities |
Quelle | In: Remedial and Special Education, 38 (2017) 3, S.131-144 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932516653477 |
Schlagwörter | Meta Analysis; Disabilities; Intervention; Paraprofessional School Personnel; Fidelity; Special Education; Special Education Teachers; Program Implementation; Preservice Teacher Education; Preservice Teachers; Feedback (Response); Coaching (Performance); Special Needs Students; Preschool Children; Elementary School Students; Middle School Students; High School Students Meta-analysis; Metaanalyse; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Sonderpädagogischer Förderbedarf; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin |
Abstract | Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that "how" educators are trained is a more important consideration than the number of hours they spend in training. (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 | 2020/1/01 |