Commentary on Carter, Stephenson and Strnadova's Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

Autor/in	Dempsey, Ian
Titel	Commentary on Carter, Stephenson and Strnadova's Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices
Quelle	In: Australasian Journal of Special Education, 35 (2011) 2, S.220-225 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1375/ajse.35.2.220
Schlagwörter	Stellungnahme; Evidence; Direct Instruction; Formative Evaluation; Meta Analysis; Effect Size; Special Education Teachers; Mnemonics; Misconceptions; Foreign Countries; Educational Practices; Behavior; Interpersonal Competence; Australia + Suchen Sie Ihr Suchwort? Evidenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Meta-analysis; Metaanalyse; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mnemotechnik; Missverständnis; Ausland; Bildungspraxis; Interpersonale Kompetenz; Australien
Abstract	In Volume 35, Issue 1 of the "Australasian Journal of Special Education," Carter, Stephenson and Strnadova (2011) replicated a study by Burns and Ysseldyke (2009). In Carter et al.'s study, 194 Australian special educators were asked to rate the extent to which they used eight instructional practices. These practices were applied behaviour analysis, direct instruction, formative evaluation, mnemonic strategies, modality training, perceptual-motor training, psycholinguistic training, and social skills training. The first four of these practices had moderate to high effect sizes (and were regarded by the authors as more desirable techniques), and the final four practices had low effect sizes, on the basis of past meta-analytic research. Carter et al.'s findings were that while the Australian teachers used some desirable strategies relatively frequently, they also used some less desirable practices frequently and so desirable instructional practices should be encouraged at the expense of less effective practices. While these results are of interest, they also have the potential to mislead readers and later sections of the current article examine these potential misconceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10