Self-monitoring as a Strategy to Increase Student Teachers’ Use of Effective Teaching Practices
Document Type
Article
Journal/Book Title/Conference
Rural Special Education Quarterly
Volume
31
Issue
4
Publication Date
4-12-2017
First Page
9
Last Page
17
Abstract
Student teachers in classrooms for students with moderate-severe disabilities used self-monitoring to increase their use of effective teaching strategies. In the first study, the participant videotaped daily instructional sessions and collected data on her use of varied praise statements and the number of opportunities to respond in a multiple baseline across behaviors design. Next, a student teaching assignment targeting self-monitoring is reported as a series of case studies in which student teachers monitored a self-selected teaching behavior. Research with student teachers, use of videotaping for such research, and implications for use with teachers in rural areas are discussed.
Recommended Citation
Hager, Karen D., "Self-monitoring as a Strategy to Increase Student Teachers’ Use of Effective Teaching Practices" (2017). Special Education and Rehabilitation Counseling Faculty Publications. Paper 949.
https://digitalcommons.usu.edu/sped_facpub/949
