國立虎尾科技大學 |

The Influence of Autism Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Influence of Autism Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism./
作者:	Bressette, Keri Anne.
面頁冊數:	1 online resource (162 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369562118

The Influence of Autism Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism.
Bressette, Keri Anne.

The Influence of Autism Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism. - 1 online resource (162 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2017.

Includes bibliographical references

This study examined the impact of providing general education teachers with increasing levels of information about autism. Specifically, the amount of information given to teachers was examined as it impacted: 1. teacher self-efficacy, 2. teacher knowledge about autism, and 3. whether knowledge mediates self-efficacy. An online survey format was utilized to randomly assign 129 teachers to one of four information conditions. Namely, these conditions were 1) a control condition in which neutral information regarding sleep, retention, and zero tolerance policies was provided to the teachers (Control), 2) a diagnosis only condition in which only educational and medical diagnostic information was provided to the teachers along with information regarding sleep and retention (Diagnosis only), 3) a diagnosis plus functioning condition in which teachers were provided with diagnostic information plus information regarding how children with autism function in daily lives along with neutral information regarding sleep (Diagnosis + Functioning), and 4) a diagnosis plus functioning plus strategies condition in which teachers were provided with the diagnostic and functioning information in addition to information concerning efficacious educational strategies for students with autism (Diagnosis + Functioning + Strategies). A pre-test/post-test design was implemented to determine the effects of the information provided to the teachers. Increased levels of information resulted in a significant increase in autism knowledge overall. Regarding teacher self-efficacy for teaching students with autism, self-efficacy was observed to increase from pre-test to post-test; however, these increases were not significant. Additionally, a mediation model could not be established due to a lack of correlation between the independent variable of information condition and the dependent variable of self-efficacy. Results indicated that when given specific, demonstrative information about autism, teachers' knowledge subsequently increases; however, this given information does not result in an increase in self-efficacy for teaching students with autism, indicating that information alone is not enough to increase teachers' self-efficacy, and additional practice may be needed to truly enhance teachers' confidence for teaching this population.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369562118Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

The Influence of Autism Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism.
LDR:03671ntm a2200349Ki 4500 001 918154
005 20181022132747.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369562118
035 $a (MiAaPQ)AAI10254274
035 $a (MiAaPQ)arizona:15274
035 $a AAI10254274
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bressette, Keri Anne. $3 1192401
245 1 4 $a The Influence of Autism Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism.
264 0 $c 2017
300 $a 1 online resource (162 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Michelle Perfect.
502 $a Thesis (Ph.D.)--The University of Arizona, 2017.
504 $a Includes bibliographical references
520 $a This study examined the impact of providing general education teachers with increasing levels of information about autism. Specifically, the amount of information given to teachers was examined as it impacted: 1. teacher self-efficacy, 2. teacher knowledge about autism, and 3. whether knowledge mediates self-efficacy. An online survey format was utilized to randomly assign 129 teachers to one of four information conditions. Namely, these conditions were 1) a control condition in which neutral information regarding sleep, retention, and zero tolerance policies was provided to the teachers (Control), 2) a diagnosis only condition in which only educational and medical diagnostic information was provided to the teachers along with information regarding sleep and retention (Diagnosis only), 3) a diagnosis plus functioning condition in which teachers were provided with diagnostic information plus information regarding how children with autism function in daily lives along with neutral information regarding sleep (Diagnosis + Functioning), and 4) a diagnosis plus functioning plus strategies condition in which teachers were provided with the diagnostic and functioning information in addition to information concerning efficacious educational strategies for students with autism (Diagnosis + Functioning + Strategies). A pre-test/post-test design was implemented to determine the effects of the information provided to the teachers. Increased levels of information resulted in a significant increase in autism knowledge overall. Regarding teacher self-efficacy for teaching students with autism, self-efficacy was observed to increase from pre-test to post-test; however, these increases were not significant. Additionally, a mediation model could not be established due to a lack of correlation between the independent variable of information condition and the dependent variable of self-efficacy. Results indicated that when given specific, demonstrative information about autism, teachers' knowledge subsequently increases; however, this given information does not result in an increase in self-efficacy for teaching students with autism, indicating that information alone is not enough to increase teachers' self-efficacy, and additional practice may be needed to truly enhance teachers' confidence for teaching this population.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Educational psychology. $3 555103
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0525
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Arizona. $b School Psychology. $3 1181720
773 0 $t Dissertation Abstracts International $g 78-06A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254274 $z click for full text (PQDT)