Date of Award
Spring 5-2019
Degree Type
Honors College Thesis
Department
Curriculum, Instruction, and Special Education
First Advisor
Alisa Lowrey
Advisor Department
Curriculum, Instruction, and Special Education
Abstract
This study investigated whether the use of the Evidence-Based Practice-Classroom Observation Tool (EBP-COT) assignment in an introductory teacher education practicum increased the understanding of Evidence-Based Practice-Classroom Observation Tools (EBPCOT). Participants in this study were consenting special education majors in their introductory block practicum course at a mid-south university in the fall semester of 2018. Students were asked to complete the EBP-COT assignment to include focused checklists components and reflections as well as a pretest and posttest. The assignment, pretest, and posttest were analyzed for similarities in increased understanding of evidence-based practices and comfort with the use of evidence-based practices. Overall, participants demonstrated that use of an EBP checklist in preservice teacher education increases understanding and awareness of EBPs.
Copyright
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Recommended Citation
Bowman, Margaret, "The EBP-COT Assignment: Increasing the Use and Understanding of EBPs in Preservice Teachers" (2019). Honors Theses. 662.
https://aquila.usm.edu/honors_theses/662