Search results for: Barnes Nicole
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Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder
Teachers’ sense of efficacy refers to the beliefs held by teachers (pre-service and practicing) for completing the tasks associated with teaching. This belief is bound by the nature of tasks which includes, but is not limited to, the content, students, and context that frame teachers’ practice. In this investigation, the authors explored 25 pre-service early childhood teachers’ self-efficacy for teaching children with autism in inclusive settings as they participated in a course on the nature of Autism Spectrum Disorder (ASD). Participants reported changes in their perceptions of ASD and of children diagnosed with ASD and they attributed their change in understanding to lessons learned from course activities. In addition, participants’ self-efficacy for teaching and self-efficacy for teaching children diagnosed with ASD in inclusive settings increased over the course of the intervention.
Updated: Jul. 26, 2022
The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Updated: Jul. 05, 2018
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Updated: Jul. 24, 2017