An Action Research Study of Research-Based Practices via Practice-Based Instruction

• In Event: AERA Poster Session 9
  In Poster Session: Action Research: Research or Practice-Based Inquiry?

Abstract

Newly minted general education teachers will encounter issues regarding students with disabilities that teachers need to be made aware of in their training programs. It is therefore necessary that they are taught not only what the different disability categories are and their corresponding characteristics, but also the language of special education that they will encounter on the job as well as research-based strategies that are designed to help struggling students. Two sections of an undergraduate survey of exceptionalities class were taught to monitor their own knowledge of special education acronyms using one of two strategies; Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) and online quizzes. Findings indicated that the SAFMEDS group showed stronger achievement on the posttest than the online quiz group.

Author

• Renee Lastrapes, University of Houston - Clear Lake