ERIC Number: ED281836
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Students with Mild Learning Handicaps.
Jones, Eric D.; Krouse, James P.
This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training. Student teachers (N=23) were randomly assigned to practicum placements in elementary special education programs for pupils with mild learning handicaps. Thirteen of these student teachers received training and supervision in data-based instruction which involved teaching the student teachers to identify important learning problems, design and implement effective instructional interventions, and make valid assessments of short-term academic gains. Pretests measuring reading and mathematics abilities and off-task behavior of pupils were administered during the first week and after the eighth week of student teaching. The focus of the study was on the achievement of the mildly disabled students. The majority of the pupil achievement data indicated that the student teachers who were trained and supervised in the implementation of the data-based approach provided generally more effective instruction. (CB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 16-20, 1986).