ERIC Number: EJ1050080
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
Reference Count: 31
Sustaining Evidence-Based Practices by Graduated Special Educators of Students with ASD: Creating a Community of Practice
Hall, Laura J.
Teacher Education and Special Education, v38 n1 p28-43 Feb 2015
Supporting special educators' sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master's degree with a specialization in autism, and at least 8 years working as special educators, to determine whether they (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. Survey and interview responses and content from viewed data sheets and graphs were summarized. All 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity. All graduates indicated that the university program assisted in their capacity to implement and sustain their use of EBPs and attribute support from a community of practice as a sustaining factor.
Descriptors: Evidence, Communities of Practice, Sustainability, Special Education Teachers, Autism, Pervasive Developmental Disorders, Graduate Surveys, Graduate Study, Teacher Persistence, Interviews, Statistical Data, Progress Monitoring, Data Collection, Fidelity, Program Implementation, Educational Practices, Specialization, Followup Studies, Check Lists, Mail Surveys, Best Practices, Masters Programs
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Grant or Contract Numbers: H325A030078