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ERIC Number: ED550894
Record Type: Non-Journal
Publication Date: 2012
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-8715-0
ISSN: N/A
Undergraduate and Graduate Practicum and Student Teaching Student's Knowledge and Skills of Positive Behavior Supports
Martinez, Leandro
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
This study investigated the knowledge and skills of undergraduate and graduate practicum and student teaching students with positive behavior supports (PBS). Participants for this study consisted of a population of one hundred students from a southwestern university's College of Education teacher preparation program. Students completed an adapted version of the Teacher Knowledge and Skills Survey 2.0. The Undergraduate and Graduate Practicum and Student Teaching Student's Knowledge and Skills of Positive Behavior Supports (KSSPBS) survey incorporates evidence-based teacher knowledge, skills, and practices that are aligned with the PBS framework in schools. Items on the revised KSSPBS are current evidence-based practices and are also aligned with Council for Exceptional Children (CEC) standards and National Board of Professional Teaching standards. Demographic data was collected to provide a description of the students comprising the teacher preparation program and was used to assist in the comparisons that were made to address the seven research questions associated with the study. Likert-type scales rating each participant's responses to the 29-item survey provided data that was used to determine averages and standard deviations that assisted in answering the research questions. Findings indicated that participants consistently reported levels of knowledge and skills within the "Somewhat" or "Moderate" levels on the knowledge continuum for PBS. Graduate students consistently reported higher levels of knowledge and skills than did their undergraduate peers across the five constructs. Undergraduate students overall scores across the seven research questions indicated an awareness of the knowledge and skills but have not applied those skills in an instructional setting. Overall, participants of this study did not appear to over rate themselves when completing the survey. Their responses appear to reflect their current status as pre-service teachers whose practice has been limited to student teaching or practicum experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A