ERIC Number: EJ744430
Record Type: Journal
Publication Date: 2006
Pages: 24
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1045-3830
EISSN: N/A
Assessing Pre-Service Teachers' Training in Empirically-Validated Behavioral Instruction Practices
Begeny, John C.; Martens, Brian K.
School Psychology Quarterly, v21 n3 p262-285 Fall 2006
Although many behaviorally-based instructional practices have been shown empirically to promote student achievement, it is unknown to what extent teachers receive adequate training in these methods. This study surveyed master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles (e.g., prompting, graphing progress, reinforcement). A total of 110 pre-service teachers participated, representing six different colleges and universities located in the Northeast. Respondents generally reported receiving very little training in behavioral instruction practices and received the least amount of training in academic assessment strategies and instructional programs (e.g., Curriculum-Based Assessment, Direct Instruction). Special education students reported significantly more training in academic assessment than elementary or secondary education students. Implications for school consultation practices, in-service teacher training, and students' academic progress are discussed.
Descriptors: Preservice Teachers, Preservice Teacher Education, Knowledge Base for Teaching, Academic Achievement, Student Surveys, Masters Programs, Curriculum Based Assessment, School Psychology, Special Education, Behavior Development, Training, Program Validation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A