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1.
This article describes a process developed to increase the use of evidence-based instructional strategies by teachers of students in special education programs in a middle school and high school. The project developed a working partnership between university researchers and parents, teachers and administrators of students in special education programs. The partnership produced manuals for the teachers that outlined effective strategies for teaching reading, encouraging family involvement, providing academic feedback, and engaging in positive behavior support in the classroom. The results of assessing implementation fidelity, implications of the study, and future research issues are presented.  相似文献   

2.
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.  相似文献   

3.
This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.  相似文献   

4.
This study aimed to investigate whether special education teachers shared similar difficulties in their understanding of reward and punishment as their mainstream peers. Thirty‐five teachers working in six special education needs schools took part in a mixed methods study to explore their use and understanding of reinforcement principles. The purpose of the mixed methods approach was to triangulate the teachers use and perceived use of different reinforcement strategies within the classroom. Teachers’ had a good grasp of positive reward‐based strategies, but their understanding of the other three types of reinforcement (negative reward, punishment and penalty) was less accurate. There was a clear aversion amongst the sample to discuss punishment with many stating that they do not use it, which contrasted with the observations. Structured continued professional development interventions are required to rectify the discrepancies between belief and evidence.  相似文献   

5.
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.  相似文献   

6.
Abstract

The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self‐contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers' academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions.  相似文献   

7.
Research has investigated different variables involved in the implementation of behavioral interventions in the classroom. Results suggest that different factors such as acceptability of the intervention, psychologist-related variables, teachers' preferences, variables involving the intervention itself, and children's intervention preferences affect the implementation of behavioral interventions. However, no research has investigated the types of interventions teachers actually use in the classroom for behavior problems. This study surveyed a national stratified random sample of 228 regular and special education teachers. A questionnaire that had been previously developed by the researchers was utilized to ask what methods were used by the teachers to remediate behavior problems in their classrooms. Data were analyzed to determine types of interventions used and relationships to gender, degree, type of school (elementary, middle, or high school), grade taught, type of class (regular or special education), and region. Implications for school psychologists are discussed.  相似文献   

8.
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.  相似文献   

9.
In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job‐related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout Inventory, the Employee Satisfaction Inventory, and the Inventory of Job‐related Stress Factors (an instrument created for this study). Results indicated that Greek special education teachers reported average to low levels of burnout. They reported moderately high levels of satisfaction with their job, the principal, and the school organisation as a whole; they also reported average satisfaction with work conditions and low satisfaction with prospects of promotion and pay. Four factors were identified on the job‐related stress factors: teaching in a multi‐category classroom, programme organisation and implementation, assessment of students, and collaborations with other special education experts and parents. The special education teachers perceived none of these issues as particularly overwhelming. Moreover, few significant effects of age, gender, and family status were identified. The above results are consistent with other studies that have focused on Greek regular education teachers, which have indicated that, in general, this group do not experience high levels of occupational stress.  相似文献   

10.
The purpose of this study was to examine the extent to which public school teachers implemented evidence‐based interventions for students with autism in the way these practices were designed. Evidence‐based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence‐based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence‐based strategies; however, they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time and across intervention strategies is examined.  相似文献   

11.
To support teachers with their classroom responsibilities, schools have increasingly turned to paraprofessionals for assistance, with the largest numbers of paraprofessionals employed in the field of special education. Owing to this important role that paraprofessionals now perform in the education of children with disabilities in the USA, we set out to investigate the responsibilities that paraprofessionals working with young children with disabilities had. We were also interested in identifying how paraprofessionals and the teachers with whom they work alongside perceived the paraprofessionals' level of preparedness for their roles and their job satisfaction. Fifty‐two paraprofessionals and 59 teachers of young children with disabilities participated in the study. Overall, both paraprofessionals and teachers indicated that paraprofessionals were generally well prepared for activities they frequently engaged in and both viewed themselves as collaborative members of an educational team.  相似文献   

12.
In the past four decades much research has gone into the use of rewards in education yet little attention has been given to the use of rewards from the perspective of teachers. This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in our sample use some form of rewards in their classrooms and the majority use some form of tangible rewards. Rewards were most frequently given for behaviour management, but there was a significant relationship between the use of rewards for behaviour and those given for academic achievement. Performance goal orientations for teaching were positively related to the use of tangible rewards and a higher degree of classroom control and negatively related to teacher self-efficacy. When asked to report on the appropriateness of using rewards in the classroom only one-third of the teachers reported that they should be used conditionally.  相似文献   

13.
Background: There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions. Purpose: The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom. Research design: This study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in 5 participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England. Results: Although teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance. Discussion and conclusions: The paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users.  相似文献   

14.
蔡敏 《教育科学》2012,28(1):22-26
随着基础教育学生评价改革的深化,学业考核已经向关注学习过程的形成性评价扩展。课堂评定作为形成性评价的一种重要方式,对于提高学生学习质量和改进教师教学方法具有重要的作用。课堂评定能够考查学生的知识理解、分析与推理、综合与批判、问题解决、学习方法和学习情感。教师可以通过书面反馈、课堂观察、学习日志和学生同伴检查来开展课堂评定。要提高课堂评定的有效性,教师应当清楚确定评价内容,运用多样化评价手段,精心组织评价活动,及时反馈和使用评定结果。  相似文献   

15.
Abstract

Research on effective schooling has led to conclusions regarding classroom practices. This research has implications for special educators, who need to become familiar with it. The implications which are discussed in this article are related to the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classrom routines, grouping, academic learning time, personal relationships and the use of incentives and rewards. These conclusions regarding effective teaching can be used diagnostically by teachers to evaluate and improve their own performance in the classroom. In this article some conclusions based on a review of effective teaching research will be outlined and implications for the special education classroom will be discussed.  相似文献   

16.
In this article, the authors investigated the relations of students’ perceptions of teachers’ oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for whom they had high or low expectancies. Discriminant analysis indicated student perceptions of positive and negative academic oral feedback were more important than nonacademic feedback in predicting teacher expectancies. A 2-way multivariate analysis of variance showed that boys perceived more negative oral feedback than did girls, and fifth-grade students perceived more negative oral feedback on academic and nonacademic domains than did the third- and fourth-grade students. Furthermore, structural equation modeling results indicated a particularly strong relation between positive academic oral feedback and academic self-concept.  相似文献   

17.
This study examined the knowledge base of 142 elementary-level educators for implementing response-to-intervention (RTI) models in reading. A questionnaire assessed participants?? professional background for teaching reading, as well as their familiarity with specific assessments, research-based instructional models, and interventions potentially useful in RTI approaches. A multiple-choice knowledge survey patterned after a teacher licensure exam, including items situated in classroom contexts, assessed participants?? knowledge about different components of reading, assessment, and RTI practices. Overall, participants obtained the highest scores on a knowledge survey subscale involving fluency/vocabulary/comprehension and the lowest on a subscale involving assessment/RTI practices, with a subscale involving phonemic awareness/phonics in the middle. Mean percentages correct on the subscales ranged from about 58?C65% correct. However, participants who said they had prior code-focused professional development outperformed other participants on all survey subscales. General elementary certified teachers performed comparably to special education certified teachers on two out of three subscales, with both groups outperforming unlicensed participants; on the assessment/RTI subscale, only the special educators outperformed unlicensed participants. Most participants were familiar with basic features of RTI such as the three tiered model but were unfamiliar with the research-based instructional approaches and interventions named in the study questionnaire, although participants who had experienced code-focused PD were significantly more likely to be familiar with certain interventions. The study suggests that professional development will be important to enable many educators to implement RTI effectively in reading.  相似文献   

18.
This article reports the results of a survey of special education teachers in New York State regarding state regulations for resource and special class programs. Three hundred and fifty-seven special education teachers in 31 randomly selected school districts responded to a questionnaire. Results indicated that the majority of districts were in compliance with the regulations the survey addressed; however, 13% to 31% of the teachers' responses indicated noncompliance with specific regulations in some school districts. Other problems in special education programs were also identified in the survey.  相似文献   

19.
The purpose of this study was to investigate attitudes toward mainstreaming issues of elementary classroom teachers undertaking an introductory course in special education. Subjects were also queried about how they felt P.L. 94‐142 was perceived by other interested groups and indicated their estimates of the manageability of students with special needs within the regular classroom. Findings support the need for comprehensive in‐service training programs designed to modify attitudes of regular teachers.  相似文献   

20.
Contributing to the growing amount of literature on learning–enhancing feedback, this article attempts to distinguish between progress feedback and discrepancy feedback. Building on relevant literature drawn from psychology, we propose the use of a ratio of 3:1, positive:negative feedback. We analyzed contiguous 10 min blocks of classroom interactions from 78 teachers. Findings indicate that teachers seldom provide the types of feedback interventions identified as effective in enhancing learning in the course of typical classroom interactions. We examine potential explanations for this, discuss the consequences of this finding on teacher education and professional development, and offer several opportunities for future research.  相似文献   

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