Systematic academic instruction for students with EBD: The construction and use of a tool for teachers
| Autor: | Els J. van den Bosch, Lidy van der Worp-van der Kamp, Jan Bijstra, Wendy Post, Sip Jan Pijl |
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| Přispěvatelé: | Developmental and behavioural disorders in education and care: assessment and intervention, Diversity in Learning and Behavior |
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Systematic
Higher education docenten instruction vragenlijsten Education questionnaires academic Interpersonal competence Mathematics education 0501 psychology and cognitive sciences Statistical analysis gedragsproblemen Reliability (statistics) studenten teachers students business.industry 05 social sciences 050301 education BESD teaching academisch onderwijs higher education business Psychology behavioural problems 0503 education Systematic academic instruction teachers BESD questionnaires 050104 developmental & child psychology |
| Zdroj: | Journal of Research in Special Educational Needs, 17(1), 31-40 Journal of Research in Special Educational Needs, 17(1), 31-40. Wiley-Blackwell |
| ISSN: | 1471-3802 |
| Popis: | Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan-Do-Check-Act cycle and academic versus behavioural instruction. The questionnaires are both practically oriented as well as theoretically well founded. The reliability turned out to be acceptable (0.76) to high (0.89). Observation scales were developed to determine the validity of both questionnaires. Moderate correlations between questionnaires and observation scales were found (0.31, 0.32). Bland–Altman plots offered us valuable information about the differences between questionnaires and observation scales, supplying us with important issues for further research. It is concluded that the questionnaires might be a valuable tool for assessing teachers' systematic academic instruction. DOI: 10.1111/1471-3802.12096 |
| Databáze: | OpenAIRE |
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