Literaturnachweis - Detailanzeige
Autor/in | Dempsey, Ian |
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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 |
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 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). |
Anmerkungen | Australian Academic Press. 32 Jeays Street, Bowen Hills, Queensland 4500, Australia. Tel: +61-7-3257-1176; Fax: +61-7-3253-5908; e-mail: aap@australianacademicpress.com.au; Web site: http://www.australianacademicpress.com.au |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |