KINGSDORF, Sheri Leigh a Karel PANČOCHA. Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter? Journal of behavioral education. New York: SPRINGER, 2020. ISSN 1053-0819. doi:10.1007/s10864-020-09409-y.
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Základní údaje
Originální název Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?
Autoři KINGSDORF, Sheri Leigh a Karel PANČOCHA.
Vydání Journal of behavioral education, New York, SPRINGER, 2020, 1053-0819.
Další údaje
Originální jazyk angličtina
Typ výsledku Článek v odborném periodiku
Obor 50302 Education, special
Stát vydavatele Spojené státy
Utajení není předmětem státního či obchodního tajemství
WWW URL
Impakt faktor Impact factor: 0.894 v roce 2019
Organizační jednotka Pedagogická fakulta
Doi http://dx.doi.org/10.1007/s10864-020-09409-y
UT WoS 000572009300001
Klíčová slova anglicky Behavior analysis; Pre-service teachers; Instruction models
Příznaky Mezinárodní význam, Recenzováno
Změnil Změnila: Dana Nesnídalová, učo 831. Změněno: 4. 2. 2021 12:22.
Anotace
Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage.
Návaznosti
EF16_027/0008360, projekt VaVNázev: Postdoc@MUNI
VytisknoutZobrazeno: 21. 4. 2021 00:30