Document Type
Article
Publication Date
2017
Abstract
This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation of evidence-based teaching practices in general and in teaching students with disabilities. External attributions were statistically correlated to implementation of evidence- based practices in both reading and teaching students with disabilities. Perceptions of school support were significantly correlated with implementation of evidence-based teaching practices for teaching both reading and writing.
Recommended Citation
Burchard, Melinda S.; Fisler, Jennifer L.; and Dormer, Jan, "Interactions Between Teachers’ Attribution for Student Learning and Implementation of Evidence-Based Practices" (2017). Faculty Educator Scholarship. 32.
https://mosaic.messiah.edu/edu_ed/32
Comments
Burchard, M.S., Dormer, J., & Fisler, J.L. (2017). Interactions Between Teachers’ Attribution for Student Learning and Implementation of Evidence-Based Practices. AASA journal of scholarship and practice, 14, 28-44.