Pre-Service Teachers' Perceptions of Websites That Feature Research-Based Practices
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| Title: | Pre-Service Teachers' Perceptions of Websites That Feature Research-Based Practices |
|---|---|
| Language: | English |
| Authors: | Lydia A. Beahm (ORCID |
| Source: | Remedial and Special Education. 2024 45(5):305-315. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Student Attitudes, Web Sites, Self Evaluation (Individuals), Usability, Video Technology, Program Implementation |
| DOI: | 10.1177/07419325231217522 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Research-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers' understanding of the practices; however, little is known about pre-service teachers' experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers' perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating U.S. pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440426 |
| Database: | ERIC |
| Abstract: | Research-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers' understanding of the practices; however, little is known about pre-service teachers' experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers' perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating U.S. pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325231217522 |
