General Education Teachers' Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status.
This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a...
| Publicado en: | Behavioral Disorders Vol. 45; no. 3; pp. 183 - 193 |
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| Autores principales: | , , |
| Formato: | forms research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142720322&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 142720322 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: May2020 vid: 45 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 142720322 142720322 142720322 10.1177/0198742919883570 142720322 ppf: 183 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: General Education Teachers' Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status. aug: au: Green, Ambra L. Lewis, Timothy J. Olsen, Amanda A. affil: The University of Texas at Arlington, USA sug: subj: Education Teachers Professional Practice, Evidence-Based Behavioral and Mental Disorders Students Race Factors Risk Assessment Faculty Attitudes Human Exploratory Research Faculty-Student Relations ab: This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers' differing uses of evidence-based practices. pubtype: Academic Journal doctype: forms research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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