Increasing Math Milieu Teaching by Varying Levels of Consultation Support: An Example of Analyzing Intervention Strength

Marsicano, Richard; Morrison, Julie Q.; Moomaw, Sally; Fite, Nathan M.; Kluesener, Courtney M.

doi:10.1007/s10864-014-9200-1

Cited by 4 publications

(1 citation statement)

References 26 publications

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“…The Marsicano et al (in press) study provides a counter-example of the principle that compared groups or conditions should vary only on intensity if we want to infer intensity effects on learning. In this combined non-concurrent, multiple baseline across teachers and changing-criterion design study, following the baseline phase, teachers received a “high intensity” or high support consultation package that involved both graphical and verbal performance feedback on their use of milieu math teaching strategies immediately following each observation session.…”

Section: Research Design Measurement and Analysis Issues Related Tomentioning

confidence: 99%

How to Study the Influence of Intensity of Treatment on Generalized Skill and Knowledge Acquisition in Students with Disabilities

Yoder

Woynaroski

2014

J Behav Educ

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Seven empirical studies from this special issue and an overview chapter are reviewed to illustrate several points about studying the possible effects of treatment intensity manipulations on generalized skill or knowledge acquisition in students with disabilities. First, we make a case in favor of studying intensity as separate from complexity and expense of treatment. Second, we encourage researchers to define dependent variables in a way that allows us to determine whether treatment intensity effects on child skills and knowledge are highly generalized versus potentially context bound. Third, we acknowledge that effects of treatment intensity on generalized knowledge and skills likely vary according to student characteristics. Finally, we discuss important research design and measurement issues that are relevant to isolating the likely conditional effects of treatment intensity on generalized outcomes.

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Section: Research Design Measurement and Analysis Issues Related Tomentioning

confidence: 99%

How to Study the Influence of Intensity of Treatment on Generalized Skill and Knowledge Acquisition in Students with Disabilities

Yoder

Woynaroski

2014

J Behav Educ

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STEM professional development of early childhood teachers

Erol,

İvrendi

2024

Psychology in the Schools

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Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

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Critical features of effective coaching for early childhood educators: a review of empirical research literature

Elek

Page

2018

Professional Development in Education

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Increasing Math Milieu Teaching by Varying Levels of Consultation Support: An Example of Analyzing Intervention Strength

Cited by 4 publications

References 26 publications

How to Study the Influence of Intensity of Treatment on Generalized Skill and Knowledge Acquisition in Students with Disabilities

How to Study the Influence of Intensity of Treatment on Generalized Skill and Knowledge Acquisition in Students with Disabilities

STEM professional development of early childhood teachers

Critical features of effective coaching for early childhood educators: a review of empirical research literature

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