Training Teachers in Inclusive Classrooms to Collect Data on Individualized Child Goals

Autor/inn/en	Shepley, Collin; Grisham-Brown, Jennifer; Lane, Justin D.; Ault, Melinda J.
Titel	Training Teachers in Inclusive Classrooms to Collect Data on Individualized Child Goals
Quelle	In: Topics in Early Childhood Special Education, 41 (2022) 4, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shepley, Collin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420915770
Schlagwörter	Early Childhood Education; Preschool Teachers; Teacher Behavior; Data Collection; Progress Monitoring; Data Analysis; Research Methodology; Bias; Training + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher behaviour; Lehrerverhalten; Data capture; Datensammlung; Auswertung; Research method; Forschungsmethode; Ausbildung
Abstract	Progress-monitoring data collection is an essential skill for teachers serving children for whom the general curriculum is insufficient. As the field of early childhood education moves toward tiered service provision models, the importance of routine data collection is heightened. Therefore, we evaluated the effects of a training package on preschool teachers' implementation of progress-monitoring strategies to collect data on children in need of supports beyond those provided through the general curriculum. This study employed a single-case experimental design in which generalized teacher behavior was collected within the context of the design. In addition, masked reliability data collectors were used throughout the study and an analysis of bias was conducted by a researcher unaffiliated with the study. Social and ecological validity data were collected using a multi-method approach. (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	2024/1/01