Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Anne Joslin
Committee Member
Patricia Heiselberg
Committee Member
Ronald P. Kern
Keywords
andragogical learning theory, anecdotal observations, classroom observations, community, community-based instruction, data collection, focus-group interviews, functional lessons, high school, Kirkpatrick 4-level evaluation model, lesson planning, middle school, observational checklists, professional development, qualitative measures, quantitative measures, simulation exercises, special education, student progress, teacher training, training evaluation, upper school, vocational skills development, weekly training sessions
Abstract
This applied dissertation study was designed to train and evaluate teachers to implement best practices of community-based instruction (CBI) in a special-education school. The researcher employed quantitative and qualitative measures to assess the extent to which the participants implemented the knowledge and skills acquired during the training.
The researcher implemented training on best practices for CBI, based on andragogical learning theory. Phase 1 involved 10 weekly sessions with 3 different teams from middle school, high school, and upper school. Phase 2 focused on the application and demonstration and involved 2 classroom and community observations and feedback for each teacher.
The Kirkpatrick 4-level evaluation model, which focuses on participants‘ reactions, learning, behavior, and results, guided the evaluation of the training program. Data collection instruments were (a) a participant-reaction survey, (b) a pre- and posttest of participants, (c) a simulation-exercise template, (d) a lesson-plan rubric, (e) an observation checklist of participants in classroom and community settings, (f) a focus-group interview, (g) an anecdotal-observation form, and (h) student data sheets focused on an analysis of student progress data to determine the effectiveness of the training program.
Based on the evaluation results at the 4 levels, the CBI training program was effective. Overall, teacher participants rated the training very satisfactory and recommended designing similar training for their assistants for effective support of CBI; posttest results showed significant gains in teachers‘ ability to explain the CBI process. Teachers were able to identify needed skill areas of their students and used information to effectively plan functional lessons appropriate for classroom and community application. Research on CBI training for teachers is limited; therefore, this study adds to the research base and provides best practices in the field.