ERIC Number: EJ1172847
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2153-2974
EISSN: N/A
Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices
Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A.
Journal of Digital Learning in Teacher Education, v34 n2 p71-87 2018
Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve preservice teacher (N = 22) knowledge of evidence-based practices embedded in Collaborative Strategic Reading (CSR). Participants were randomly assigned to teach in a simulation or observe peers teach in a simulation. Both groups significantly improved their knowledge of CSR practices after experience in the simulation, and all participants indicated an overall positive perception of simulation to prepare teachers.
Descriptors: Simulation, Evidence Based Practice, Reading Comprehension, Disabilities, Preservice Teachers, Preservice Teacher Education, Reading Strategies, Reading Instruction, Teaching Methods, Cooperative Learning, Video Technology, Experimental Groups, Statistical Analysis, Pretests Posttests, Teacher Education Programs, Innovation, Technological Advancement
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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