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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 0000-0002-7229-7419), Nina R. Mandracchia, Bryan G. Cook (ORCID 0000-0001-9294-0873), Austin H. Johnson
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
FullText Text:
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  Data: Pre-Service Teachers' Perceptions of Websites That Feature Research-Based Practices
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  Data: <searchLink fieldCode="AR" term="%22Lydia+A%2E+Beahm%22">Lydia A. Beahm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7229-7419">0000-0002-7229-7419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nina+R%2E+Mandracchia%22">Nina R. Mandracchia</searchLink><br /><searchLink fieldCode="AR" term="%22Bryan+G%2E+Cook%22">Bryan G. Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9294-0873">0000-0001-9294-0873</externalLink>)<br /><searchLink fieldCode="AR" term="%22Austin+H%2E+Johnson%22">Austin H. Johnson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2024 45(5):305-315.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: 10.1177/07419325231217522
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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        Value: 10.1177/07419325231217522
    Languages:
      – Text: English
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      Pagination:
        PageCount: 11
        StartPage: 305
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Program Implementation
        Type: general
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      – TitleFull: Pre-Service Teachers' Perceptions of Websites That Feature Research-Based Practices
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            NameFull: Nina R. Mandracchia
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            NameFull: Bryan G. Cook
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            NameFull: Austin H. Johnson
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              Type: published
              Y: 2024
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              Value: 0741-9325
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            – TitleFull: Remedial and Special Education
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