Effects of Content Acquisition Podcasts to Develop Preservice Teachers' Knowledge of Positive Behavioral Interventions and Supports

Abstract

A critical issue facing the field of education is the need to improve teachers' preparation to effectively manage student behavior in the classroom. Many pre-and in-service teachers receive exposure to evidence-based behavioral interventions, such as schoolwide positive behavioral interventions and supports, during teacher preparation programs; however, face-to-face instructional time is always at a premium given the range of learning experiences that must be acquired prior to licensure. Consequently, many educators begin their careers without strong classroom management skills, which has many unfortunate consequences, including the decision for some to leave the field within the first three to five years. In this study, we evaluated content acquisition podcasts based on validated instructional design principles. We focused on determining the extent to which preservice teachers could learn core information related to schoolwide positive behavioral interventions and supports using a short multimedia vignette compared to students who learned content using traditional methods (e.g., reading and note taking). Results show students who learned by watching content acquisition podcasts significantly outperformed students who had unlimited time to read a chapter on SW-PBIS and had access to other learning materials on a test of knowledge related to schoolwide positive behavioral interventions and supports. Implications for practice and future research are presented.

Implementation of classroom management by English teachers at high schools in Jambi, Indonesia

“…The inclusion of classroom management within the roles required of teachers has been and will continue to be vitally important although instruction in classroom management has been identified as a core part of teacher preparation in a curriculum policy. CluniesRoss et al (2008) and Kennedy and Thomas (2012) have written that teachers should be seen as communities whose opinions, arguments, suggestions, and conclusions must be considered. Teachers therefore play important roles in determining the success of students and classrooms.…”

“…Because classroom management is an important feature of curriculum, research on the implementation of classroom management has attracted many scholars to conduct research in that area (Clunies-Ross et al, 2008;Kennedy & Thomas, 2012;Oliver & Reschly, 2010). Classroom management is defined as the actions teachers take those results in an environment that is supportive and provides for both academic and socialemotional learning (Evertson & Weinstein, 2006;Oliver & Reschly, 2010).…”

“…Classroom management as one important feature of curriculum has attracted many scholars to conduct research in this area (Clunies-Ross et al, 2008;Kennedy & Thomas, 2012;Oliver & Reschly, 2010). In the Indonesian context, classroom management is included in the standards for processes and must be supervised and analyzed in order to see whether or not the process is on track in accordance with the curriculum (Kementerian Pendidikan, 2013).…”

University Students’ Perception of the Pedagogical Use of Podcasts: A Case Study of an Online Information System Course

“…The advantages perceived by these students were clarification and improvement of understanding, reinforcement of learning, and more efficient effort allocation. Through statistical analyses, Kennedy and Newman (2012) have proven that students who learned by watching content acquisition podcasts outperformed significantly students who used other material related to the general education field. Similar results were reported by Morris (2010) in a study involving 100 students enrolled in a cognitive neuroscience module.…”

“…Some descriptive studies focused on cognitive advantages (Bongey, Cizadlo & Kalnbach, 2006;Clark, Sutton-Brady, Scott & Taylor, 2007;Evans, 2008;Janossey, 2007;Kennedy & Newman, 2012;Lane, 2006;Lee & Chan, 2007;Ng'ambi, 2008;Scutter et al, 2010). Using qualitative and quantitative procedures, Lee and Chan (2007) attempted to identify the views, experiences and perceived learning values of students that used podcasts among 18 undergraduate computing and information technology Australian students.…”