Date of Award

5-2019

Degree Type

Honors College Thesis

Department

Curriculum, Instruction, and Special Education

First Advisor

K. Alisa Lowrey, Ph.D.

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.

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