Search results for: Yssel Nina
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The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences
This study explored the development of preservice special education teachers’ self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.
Updated: Mar. 08, 2020
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
This study presents an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI.
Updated: Aug. 02, 2015