- Title
- Embedding evidence-based practice in pre-service teacher preparation
- Creator
- Bain, Alan; Lancaster, Julie; Zundans, Lucie; Parkes, Robert John
- Relation
- Teacher Education and Special Education Vol. 32, Issue 3, p. 215-225
- Publisher Link
- http://dx.doi.org/10.1177/0888406409339999
- Publisher
- Sage Publications
- Resource Type
- journal article
- Date
- 2009
- 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.
- Subject
- embedded design; teacher education; differentiated instruction; inclusion
- Identifier
- http://hdl.handle.net/1959.13/807046
- Identifier
- uon:7282
- Identifier
- ISSN:0888-4064
- Language
- eng
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