소장자료
| LDR | 03144nam 2200481 4500 | ||
| 001 | 0100867273▲ | ||
| 005 | 20250520165454▲ | ||
| 006 | m o d ▲ | ||
| 007 | cr#unu||||||||▲ | ||
| 008 | 250123s2024 us ||||||||||||||c||eng d▲ | ||
| 020 | ▼a9798383564721▲ | ||
| 035 | ▼a(MiAaPQ)AAI31328740▲ | ||
| 040 | ▼aMiAaPQ▼cMiAaPQ▼d221016▲ | ||
| 082 | 0 | ▼a371▲ | |
| 100 | 1 | ▼aQuinn, Sarah.▼0(orcid)0000-0002-7309-0110▲ | |
| 245 | 1 | 2 | ▼aA Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers▼h[electronic resource].▲ |
| 260 | ▼a[S.l.]: ▼bUniversity of Oregon. ▼c2024▲ | ||
| 260 | 1 | ▼aAnn Arbor : ▼bProQuest Dissertations & Theses, ▼c2024▲ | |
| 300 | ▼a1 online resource(187 p.)▲ | ||
| 500 | ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.▲ | ||
| 500 | ▼aAdvisor: Machalicek, Wendy.▲ | ||
| 502 | 1 | ▼aThesis (Ph.D.)--University of Oregon, 2024.▲ | |
| 520 | ▼aIn this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have limited opportunities for meaningful practice with the problem-solving required to synthesize various information about student strengths, needs, and current performance into high-quality instructional decisions. This is evidenced in the field by IEP analyses that consistently demonstrate poor quality documents that lack evidence of strong instructional decisions. In this study, instructional decisions include a goal, an evidence-based instructional practice that will be used to reach that goal, and modifications or accommodations based on the student's needs that ensure access to the general curriculum. Dyads were trained using the TAPS curriculum to use effective problem solving and active listening language when presented with a student vignette. Visual analysis, Tau-U overlap analysis, and a between-case standardized mean difference effect size were calculated. Overall, the TAPS intervention improved the use of problem-solving language but an effect on decision-making quality could not be established. Implications and future research are discussed.▲ | ||
| 590 | ▼aSchool code: 0171.▲ | ||
| 650 | 4 | ▼aSpecial education.▲ | |
| 650 | 4 | ▼aEducational administration.▲ | |
| 650 | 4 | ▼aEducation.▲ | |
| 650 | 4 | ▼aTeacher education.▲ | |
| 653 | ▼aTalk Aloud Problem Solving▲ | ||
| 653 | ▼aSpecial education teachers▲ | ||
| 653 | ▼aTeacher training▲ | ||
| 653 | ▼aInstructional decisions▲ | ||
| 690 | ▼a0529▲ | ||
| 690 | ▼a0530▲ | ||
| 690 | ▼a0514▲ | ||
| 690 | ▼a0515▲ | ||
| 710 | 2 | 0 | ▼aUniversity of Oregon.▼bDepartment of Special Education and Clinical Sciences.▲ |
| 773 | 0 | ▼tDissertations Abstracts International▼g86-01A.▲ | |
| 790 | ▼a0171▲ | ||
| 791 | ▼aPh.D.▲ | ||
| 792 | ▼a2024▲ | ||
| 793 | ▼aEnglish▲ | ||
| 856 | 4 | 0 | ▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162275▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.▲ |
A Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers[electronic resource]
자료유형
국외eBook
서명/책임사항
A Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers [electronic resource].
개인저자
발행사항
[S.l.] : University of Oregon. 2024 Ann Arbor : ProQuest Dissertations & Theses , 2024
형태사항
1 online resource(187 p.)
일반주기
Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Advisor: Machalicek, Wendy.
Advisor: Machalicek, Wendy.
학위논문주기
Thesis (Ph.D.)--University of Oregon, 2024.
요약주기
In this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have limited opportunities for meaningful practice with the problem-solving required to synthesize various information about student strengths, needs, and current performance into high-quality instructional decisions. This is evidenced in the field by IEP analyses that consistently demonstrate poor quality documents that lack evidence of strong instructional decisions. In this study, instructional decisions include a goal, an evidence-based instructional practice that will be used to reach that goal, and modifications or accommodations based on the student's needs that ensure access to the general curriculum. Dyads were trained using the TAPS curriculum to use effective problem solving and active listening language when presented with a student vignette. Visual analysis, Tau-U overlap analysis, and a between-case standardized mean difference effect size were calculated. Overall, the TAPS intervention improved the use of problem-solving language but an effect on decision-making quality could not be established. Implications and future research are discussed.
주제
ISBN
9798383564721
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