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ERIC Number: EJ863800
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0888-4064
Embedding Evidence-Based Practice in Pre-Service Teacher Preparation
Bain, Alan; Lancaster, Julie; Zundans, Lucie; Parkes, Robert John
Teacher Education and Special Education, v32 n3 p215-225 2009
In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The results indicate that pre-service educators attained a mastery level knowledge of the course content that covaried with the application of the embedded design principle. The authors also found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process. The findings are discussed within the context of building more rigorous teacher preparation programs and the role of embedded design in pre-service inclusive education. (Contains 4 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A