Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn

Mary Catherine Scheeler, Kristie Bruno, Erin Grubb, Terri Lynn Seavey

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

Preservice teachers learn evidence-based practices in university classrooms but often fail to use them later on in their own K-12 classrooms. The problem may be a missing link in teacher preparation, i.e., failure to teach preservice teachers to generalize newly acquired techniques. Two experiments using multiple baseline designs across participants assessed effectiveness of a model to promote generalization and maintenance of a specific teaching skill. In Experiment 1, preservice teachers' maintenance of behavior deteriorated from practicum to student teaching when intervention consisted of training to criteria alone. When a programming for generalization component (program common stimuli) was added to the intervention, teachers in Experiment 2 generalized and maintained behavior across settings (student teaching to own classrooms) at a higher average than occurred during intervention.

Original languageEnglish (US)
Pages (from-to)189-210
Number of pages22
JournalJournal of Behavioral Education
Volume18
Issue number3
DOIs
StatePublished - Aug 1 2009

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Teaching
classroom
university
teacher
Maintenance
Students
Evidence-Based Practice
experiment
stimulus
student
programming
evidence

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Generalizing teaching techniques from university to K-12 classrooms : Teaching preservice teachers to use what they learn. / Scheeler, Mary Catherine; Bruno, Kristie; Grubb, Erin; Seavey, Terri Lynn.

In: Journal of Behavioral Education, Vol. 18, No. 3, 01.08.2009, p. 189-210.

Research output: Contribution to journalArticle

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