Literaturnachweis - Detailanzeige
| Autor/inn/en | Burchard, Melinda; Dormer, Jan; Fisler, Jennifer |
|---|---|
| Titel | Interactions between Teachers' Attribution for Student Learning and Implementation of Evidence-Based Practices |
| Quelle | In: AASA Journal of Scholarship & Practice, 14 (2017) 3, S.28-44 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-6569 |
| Schlagwörter | Interaction; Evidence Based Practice; Behavioral Objectives; Program Implementation; Performance Factors; School Districts; Teacher Surveys; Correlation; Disabilities; Attribution Theory; Reading Instruction; Writing Instruction; Online Surveys; Check Lists; Questionnaires; English Language Learners; Fidelity; School Support; Elementary Secondary Education; Statistical Analysis |
| Abstract | This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation of evidence-based teaching practices in general and in teaching students with disabilities. External attributions were statistically correlated to implementation of evidence-based practices in both reading and teaching students with disabilities. Perceptions of school support were significantly correlated with implementation of evidence-based teaching practices for teaching both reading and writing. (As Provided). |
| Anmerkungen | AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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