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Christle, Christine A.; Schuster, John W.

doi:10.1023/a:1025577410113

Cited by 70 publications

(18 citation statements)

References 9 publications

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“…The strategies emphasized were MLT, systematic error correction, and unison responding. These strategies were selected because they are widely applicable and because previous research has demonstrated their effi cacy with both computation and problemsolving math skills (Armendariz & Umbreit, 1999;Brent & DiObilda, 1993;Christie & Schuster, 2003;Crawford & Snider, 2000;Engelmann, Carnine, Kelly, & Engelmann, 1996;Lambert, 2002;Lambert, Cartledge, Heward, & Lo, 2006;McKenzie, MarchandMartella, Martella, & Moore, 2004;Snider & Crawford, 1996;Tarver & Jung, 1995;Vreeland et al, 1994;Wellington, 1994;Wheatley, 1986). Figure 5 provides a chronological explanation of the inservice and coaching intervention.…”

Section: Methodsmentioning

confidence: 99%

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Kretlow

Cooke

Wood

2011

Remedial and Special Education

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Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers' accurate delivery of three researchbased strategies during math instruction. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second level of growth achieved after coaching. Improvements also generalized to untrained math sessions. Teachers reported very high levels of satisfaction with the training model.

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Section: Methodsmentioning

confidence: 99%

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Kretlow

Cooke

Wood

2011

Remedial and Special Education

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“…Increasing OTRs is an antecedent intervention for increasing the likelihood of appropriate behavior (e.g., increasing ASR) and promoting effective learning. When antecedent interventions set the occasion for appropriate behavior, they can subsequently lead to consequence-based changes by increasing reinforceable, appropriate responses, such as on-task behavior (Christle & Schuster, 2003). For students who engage in socially mediated disruptive behavior, this may function as differential reinforcement of responding that is incompatible with disruptive behavior.…”

Section: Rates Of Asrmentioning

confidence: 99%

“…Archer and Hughes 2011the answer, as is traditionally done. When implemented at a brisk pace, it has the benefit of promoting on-task behavior (Christle & Schuster, 2003;Wood, Mabry, Kretlow, Lo, & Galloway, 2009). Choral responding has the added benefit of allowing the teacher to assess the performance of the entire class, provide feedback, and adjust instruction if necessary (Archer & Hughes, 2011).…”

Section: Rates Of Asrmentioning

confidence: 99%

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

Kestner

Peterson

Eldridge

et al. 2018

Behav Analysis Practice

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Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson, Maggin, Oliver, & Wehby Preventing School Failure, 54, 172-178, 2010). For behavior analysts consulting in elementary education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline classroom conditions as part of a functional behavior assessment (FBA; Anderson & St.

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“…Response cards can be provided to the students at the onset of the class so that every student in the class can respond to the instructors' questions by displaying the cards. Some previous researchers (Marmolejo, Wilder, & Bradley, 2004;Gardner, Heward, & Grossi, 1994;Kellum, Carr, & Dozier, 2001;Christle & Schuster, 2003) suggest that, in contrast to the traditional way of students respond by raising their hands to the instructor's question, response cards can be utilized to enhance classroom participation.…”

Section: Clickers and Personal Response Cardsmentioning

confidence: 99%

Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality

Chowdhury¹

2016

IES

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In recent years, education quality and quality assessment have received a great deal of attention at Higher Education Institutions (HEIs) in Bangladesh. Most of the HEIs in Bangladesh face severe resource constraints and find it difficult to improve education quality by improving inputs, such as better infrastructure and modernized classroom facilities. Thus, in response to the present government's demand to improve the quality of education at HEIs in Bangladesh, it is imperative to formulate plans that are more cost-effective. According to some previous studies, the quality of education depends largely on the teaching-learning process. These studies affirm that, with limited resources at hand, the employment of active learning in the classroom is one of the most effective ways to improve education quality. To conduct this qualitative research, we utilized multiple sources of data, including semi-structured and in-depth interviews, descriptive observations and self-administered questionnaires. This paper aims to explore three related issues: What are the various active learning strategies that can be employed by the instructors at HEIs in Bangladesh? What are the potential factors that can hinder the implementation process? Finally, what recommendations can be provided on how to successfully implement active learning strategies in the classroom? The findings suggest that a lack of teacher training and student prior experience in an active learning environment, large class sizes, excessive curriculum loads and students' academic backgrounds are some common factors that can hinder the implementation of active learning in Bangladesh. The findings of this study can be instrumental for HEIs in Bangladesh as they aspire to improve their education quality.

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Untitled

Cited by 70 publications

References 9 publications

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality

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