東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Evidence-Based Practices and Teacher Practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evidence-Based Practices and Teacher Practice./
作者:	Parish, Deanna Mozingo.
面頁冊數:	1 online resource (125 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28968262click for full text (PQDT)
ISBN:	9798834078715

Evidence-Based Practices and Teacher Practice.
Parish, Deanna Mozingo.

Evidence-Based Practices and Teacher Practice. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2022.

Includes bibliographical references

The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students with disabilities. Teacher preparation during college programs and training from districts for in-service educators has the potential to introduce evidence-based practices to special education teachers where observation, feedback, and coaching experiences can assist in the acquisition of skill and implementation into daily practice of the strategies proven effective through empirical evidence. Through the investigation of special education teachers' experiences with training on evidence-based practices, both pre-service and in-service, this study seeks to determine if teachers' report a greater degree of implementation of evidence-based practices into daily instructional practice when training has been provided and if opportunities for observation, coaching, and feedback have influenced the use of proven practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798834078715Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Evidence based practicesIndex Terms--Genre/Form:

542853
Electronic books.

Evidence-Based Practices and Teacher Practice.
LDR:02565nmm a2200409K 4500 001 2359615
005 20230917194915.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798834078715
035 $a (MiAaPQ)AAI28968262
035 $a AAI28968262
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Parish, Deanna Mozingo. $3 3700232
245 1 0 $a Evidence-Based Practices and Teacher Practice.
264 0 $c 2022
300 $a 1 online resource (125 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
500 $a Advisor: Drasgow, Erik.
502 $a Thesis (Ph.D.)--University of South Carolina, 2022.
504 $a Includes bibliographical references
520 $a The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students with disabilities. Teacher preparation during college programs and training from districts for in-service educators has the potential to introduce evidence-based practices to special education teachers where observation, feedback, and coaching experiences can assist in the acquisition of skill and implementation into daily practice of the strategies proven effective through empirical evidence. Through the investigation of special education teachers' experiences with training on evidence-based practices, both pre-service and in-service, this study seeks to determine if teachers' report a greater degree of implementation of evidence-based practices into daily instructional practice when training has been provided and if opportunities for observation, coaching, and feedback have influenced the use of proven practices.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 516693
650 4 $a Teacher education. $3 3172312
650 4 $a Pedagogy. $3 2122828
650 4 $a Instructional design. $3 3172279
653 $a Evidence based practices
653 $a Instructional practice
653 $a Professional learning
653 $a Teacher preparation
653 $a Teacher training
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0529
690 $a 0530
690 $a 0456
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of South Carolina. $b Special Education. $3 3186293
773 0 $t Dissertations Abstracts International $g 84-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28968262 $z click for full text (PQDT)