000			01678nam a2200181 4500
003			OSt
005			20241220125750.0
008			241220b |||||||| |||| 00| 0 eng d
100			_aLydia A. Beahm
245			_aPre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices
300			_aP.305-315
520			_aResearch-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers’ understanding of the practices; however, little is known about pre-service teachers’ experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers’ perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating U.S. pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring.
654			_aclassroom behavior _aclassroom behavior management _ageneral education classroom _aspecial education classroom
700			_a Nina R. Mandracchia
773	0		_0125281 _9110834 _dNew Delhi _oJP432 _tRemedial and Special Education _x0741-9325
942			_cJA
942			_2ddc
999			_c130713 _d130713