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Abstract

Research-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers’ understanding of the practices; however, little is known about pre-service teachers’ experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers’ perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating U.S. pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring.

Keywords

classroom behavior classroom behavior management general education classroom special education classroom

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Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices

Abstract

Keywords

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References

Supplementary Material