A Preliminary Investigation of the Effectiveness of CaseQuests in Preparing Family-Guided and Technologically-Competent Early Childhood Interventionists
A Preliminary Investigation of the Effectiveness of CaseQuests in Preparing Family-Guided and Technologically-Competent Early Childhood Interventionists
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案例探索在培养家庭指导和技术能力强的幼儿干预人员方面的有效性的初步调查
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
J. Walsh
中科院分区：
文献类型：
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作者：
Kristie Pretti;Teresa L. Brown;Amy Senderak;J. Walsh
选择和使用有效的教学策略是教师职前教育面临的挑战。两种教学策略与新兴的实证支持包括webquest和案例教学法；然而，两者都有局限性。本研究考察了使用案例测试（webquest和案例教学法的混合）对早期儿童干预学生与残疾儿童家庭合作和利用技术提供干预服务的能力的影响。28名研究生参加了CaseQuest项目。研究结果表明，在参加了CaseQuest项目后，学生们报告的家庭指导技能和工作实践有所增加。学生们还报告说，在经历了CaseQuest之后，他们的技术技能和知识都有所提高。讨论了对职前计划的影响。
Abstract Selecting and using effective instructional strategies is a challenge facing those involved with preservice teacher education. Two instructional strategies with emerging empirical support include WebQuests and Case Method Instruction; however, both have limitations. This study examined the effects of using a CaseQuest—a hybrid of WebQuests and Case Method Instruction—on early childhood intervention students’ competence related to working with families of young children with disabilities and utilizing technology to deliver intervention services. Twenty-eight graduate students participated in the CaseQuest project. Findings indicate students’ reported family-guided skills and work practices increased following the CaseQuest experience. Students also reported increases in their technology skills and knowledge following the CaseQuest experience. Implications for preservice programs are discussed.