Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/807046

OpenURL Link
Title
Embedding evidence-based practice in pre-service teacher preparation
Author/Creator
Bain, Alan;  Lancaster, Julie;  Zundans, Lucie;  Parkes, Robert John
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The results indicate that pre-service educators attained a mastery level knowledge of the course content that covaried with the application of the embedded design principle. The authors also found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process. The findings are discussed within the context of building more rigorous teacher preparation programs and the role of embedded design in pre-service inclusive education.
Relation
Teacher Education and Special Education Vol. 32, Issue 3, p. 215-225
Publisher Link
http://dx.doi.org/10.1177/0888406409339999
Date
2009
Publisher
Sage Publications
Keyword(s)
embedded design;  teacher education;  differentiated instruction;  inclusion
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/807046
Identifier
ISSN:0888-4064
Reviewed
Reviewed
11 Visitors 13 Hits 0 Downloads
Save/E-mail Citation
Citation Format
E-mail Address
Subject
"Teacher Education and Special Education"
 
OR