Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement

Given the significant literature supporting the use of curriculum-based measurement (CBM) for data-based decision making, it is critical that teacher candidates learn about it prior to student teaching and entry into the field as full-time teachers. The authors of this study used a content acquisiti...

Full description

Saved in:
Bibliographic Details
Published in:Exceptional children 2016-04, Vol.82 (3), p.303-320
Main Authors: Kennedy, Michael J., Wagner, Dana, Stegall, Joanna, Lembke, Erica, Miciak, Jeremy, Alves, Kat D., Brown, Tiara, Driver, Melissa K., Hirsch, Shanna Eisner
Format: Article
Language:English
Subjects:
Curricula
Curriculum Based Assessment
Digital broadcasting
Education
Educational Needs
Equipment and supplies
Evidence-based practice
Instructional design
Instructional Effectiveness
Knowledge Level
Learning
Longitudinal Studies
Methods
Multimedia
Multimedia Instruction
Podcasting
Podcasts
Preservice Teacher Education
Preservice Teachers
Pretests Posttests
Reading Materials
Skills
Special education
Statistical Analysis
Student Motivation
Students
Teacher Educators
Teaching
United States (Mid Atlantic States)
United States (Midwest)
United States (Southeast)
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Given the significant literature supporting the use of curriculum-based measurement (CBM) for data-based decision making, it is critical that teacher candidates learn about it prior to student teaching and entry into the field as full-time teachers. The authors of this study used a content acquisition podcast (CAP), a multimedia-based instructional tool, to deliver information regarding CBM to teacher candidates. A second set of students received a practitioner-friendly text containing the same content as the CAP. Participants from three universities (N = 270) were randomly assigned to condition and completed pretest, posttest, and maintenance probes of CBM knowledge and ability to apply skill. In addition, participants completed a measure of motivation during their instruction. Results showed that participants who learned using the CAP scored significantly higher on the knowledge and application measures and reported being more motivated during instruction than peers in the text-only condition. The authors discuss implications for teacher education instruction and future research.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402915615885