Date of Award
Doctor of Education
Special Education and Literacy Studies
Dr. Elizabeth Whitten
Dr. Daniel Morgan
Dr. Lisa Dieker
Teacher education, technology, TeachLivEᵀᴹ
Currently, there is a body of research available that clearly specifies effective teaching behaviors and quality indicators of a given behavior (Rosenshine, 2012; Danielson, 2007; Stronge, 2007; Rosenshine, 1983; Brophy, 1979). Research is lacking in defining practices that develop effective teaching behaviors in pre-service teachers. The primary objective of this study was to determine the effects of various forms of instructional modes, settings, and experiences on students’ ability to demonstrate desired effective teaching behaviors. The secondary objective of this study was to determine if on-going self-reflection coupled with various forms of feedback supported students in becoming more effective reflective practitioners. The purpose of this research was to examine if there was a relationship between pre-service students’ participation in TeachLivETM and their ability to demonstrate effective teaching behaviors in a practicum setting and reflect on those behaviors.
Enicks, April N., "Using TeachLivEᵀᴹ to Improve Pre-Service Special Education Teacher Practices" (2012). Dissertations. 104.