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Autor/inn/en | Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A. |
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Titel | Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices |
Quelle | In: Journal of Digital Learning in Teacher Education, 34 (2018) 2, S.71-87 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2153-2974 |
DOI | 10.1080/21532974.2017.1399487 |
Schlagwörter | Simulation; Evidence Based Practice; Reading Comprehension; Disabilities; Preservice Teachers; Preservice Teacher Education; Reading Strategies; Reading Instruction; Teaching Methods; Cooperative Learning; Video Technology; Experimental Groups; Statistical Analysis; Pretests Posttests; Teacher Education Programs; Innovation; Technological Advancement Simulation program; Simulationsprogramm; Leseverstehen; Handicap; Behinderung; Lehramtsstudiengang; Lehrerausbildung; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Statistische Analyse; Technological development; Technologische Entwicklung |
Abstract | Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve preservice teacher (N = 22) knowledge of evidence-based practices embedded in Collaborative Strategic Reading (CSR). Participants were randomly assigned to teach in a simulation or observe peers teach in a simulation. Both groups significantly improved their knowledge of CSR practices after experience in the simulation, and all participants indicated an overall positive perception of simulation to prepare teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |