Prerequisite Skills

2021 ◽  
pp. 37-53
Author(s):  
Tyler Wall ◽  
Jarrett Rodrick
Keyword(s):  
Prerequisite Skills

Mobile Technologies and Web 2.0

2017 ◽  
pp. 1617-1632
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

Teacher Induction for Teachers Prepared Online

2018 ◽  
pp. 238-262
Author(s):  
Michael D. Richardson ◽  
Marguerite H. Yates ◽  
Pamela A. Lemoine
Keyword(s):  
Teacher Preparation ◽  
Teacher Induction ◽  
Technology Implementation ◽  
Critical Mass ◽  
Teacher Preparation Programs ◽  
Net Generation ◽  
Preparation Programs ◽  
Face To Face ◽  
Prerequisite Skills ◽  
Face To Face Instruction

Innovation and change in university preparation of teachers requires acquisition of technological pedagogy in response to the demands of a knowledge economy where students are engaged in technology implementation in a constantly changing world. Teacher preparation programs historically have been contained on campus using face-to-face instruction. As the second decade of the twenty-first century unfolds, universities have adopted online learning in teacher preparation to accommodate the needs of a more diverse clientele. Educator preparation now faces two major challenges: a critical mass generated by net generation students who have increased demands for online access to learning and a teaching force without prerequisite skills and dispositions to dramatically alter modes of instruction.

scholarly journals A case series to examine whether people with learning disabilities can learn prerequisite skills for cognitive behavioural therapy

2018 ◽  
Vol 11 ◽  
Author(s):  
Ioanna Tsimopoulou ◽  
Biza Stenfert Kroese ◽  
Gemma Unwin ◽  
Sabiha Azmi ◽  
Christopher Jones
Keyword(s):  
Learning Disabilities ◽  
Cognitive Behavioural Therapy ◽  
Case Series ◽  
Behavioural Therapy ◽  
Task Demands ◽  
Cognitive Mediation ◽  
Qualitative Feedback ◽  
Cognitive Behavioural ◽  
Prerequisite Skills

AbstractAlthough cognitive behavioural therapy (CBT) is recommended for the treatment of a number of mental disorders among the general population, the ability of individuals with learning disabilities (LD) to understand CBT concepts and engage in CBT has been questioned. Aims: To examine whether specific prerequisite skills for CBT can be taught to people with LD using a newly developed training intervention and to investigate the acceptability of the intervention. Method: The study adopted a within-subjects case series research design. Quantitative assessment methods were used to evaluate the CBT skills of six adults with mild to moderate LD pre-intervention, following intervention and at 1-week follow-up. Participants were also asked to provide some qualitative feedback about how they had experienced the intervention. Results: The cognitive mediation skills and the ability of most participants to link activating events to emotions increased following intervention training and this improvement was maintained for four of them at follow-up. The feedback of participants regarding the process and content of the task demands was positive. Conclusions: The findings suggest that people with LD can learn some of the skills considered necessary to participate in CBT, such as cognitive mediation. However, further and more robust research is required to substantiate these findings.

Prerequisite Skills That Support Learning through Video Modeling

2015 ◽  
Vol 38 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Rebecca P. F. MacDonald ◽  
Chata A. Dickson ◽  
Meaghan Martineau ◽  
William H. Ahearn
Keyword(s):  
Video Modeling ◽  
Prerequisite Skills

scholarly journals Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder

2017 ◽  
Vol 42 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Tiffany Kodak ◽  
Tom Cariveau ◽  
Brittany A. LeBlanc ◽  
Jacob J. Mahon ◽  
Regina A. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Receptive Identification ◽  
Prerequisite Skills ◽  
Based Instruction

The present investigation examined special education teachers’ selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers’ classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

Teacher Assistance Teams: A Model for Within-Building Problem Solving

1979 ◽  
Vol 2 (3) ◽  
pp. 85-96 ◽  
Author(s):  
James C. Chalfant ◽  
Margaret VanDusen Pysh ◽  
Robert Moultrie
Keyword(s):  
Problem Solving ◽  
Classroom Teacher ◽  
System Model ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Effective Delivery ◽  
Prerequisite Skills ◽  
And Behavior ◽  
Teacher Assistance ◽  
Team Concept

Although regular classroom teachers can meet the needs of many mainstreamed children within the regular classroom setting, situations arise when teachers need assistance. In such cases, the classroom teacher often has no place to turn for help. Rather than addressing this problem in the traditional inservice format, the present study proposes a teacher support system model for classroom teachers. Based on a survey of perceived prerequisite skills and competencies for dealing effectively with learning and behavior disorders in the classroom, the Teacher Assistance Team concept was developed to provide a day-to-day peer problem-solving group for teachers within a particular building. The goal of the team is to obtain more efficient and effective delivery of special help to children by placing the initiative for action in the hands of classroom teachers.

scholarly journals Using a Prerequisite Skills Assessment to Identify Optimal Modalities for Mand Training

2018 ◽  
Vol 12 (1) ◽  
pp. 22-32 ◽  
Author(s):  
Amber L. Valentino ◽  
Linda A. LeBlanc ◽  
Sarah E. Veazey ◽  
Lauren A. Weaver ◽  
Paige B. Raetz
Keyword(s):  
Skills Assessment ◽  
Mand Training ◽  
Prerequisite Skills

scholarly journals COMPUTER-ASSISTED INTERVENTION (CAI) TO ENHANCE MATHEMATICAL LEARNING OF AUTISTIC STUDENTS: A CASE STUDY IN MELAKA

2019 ◽  
Vol 7 (2) ◽  
pp. 196-203
Author(s):  
Pramudya G. ◽  
Sedek M. ◽  
Shahbodin F. ◽  
Amran A.C. ◽  
Ruslan S.N.A.
Keyword(s):  
Experimental Model ◽  
Instructional Strategy ◽  
Male Students ◽  
Computer Assisted ◽  
Learning Abilities ◽  
The World ◽  
Post Test ◽  
Prerequisite Skills ◽  
Study Participants

Purpose of the study: To evaluate the efficacy of a CAI called MathTutor in helping autistic students to learn addition in mathematics. Methodology: A pre-post-test experimental model was employed in the study. The study participants included three autistic male students who possessed all the prerequisite skills. Main findings and novelty: The study participants were found to have been benefitted which indicates that MathTutor improves their learning abilities as an effective instructional strategy. The use of CAI enabled the participants to memorise their lessons and actively take part during the entire lesson. Applications of this study: The study is beneficial for people involved in caring for autistic students with the help of computer assisted application. This will ease the burden of the carer takers of autistic children in dealing with their conditions while at the same enabling them to navigate the world.

Technology and Learning

2015 ◽  
pp. 394-411 ◽  
Author(s):  
Pamela A. Lemoine ◽  
Marguerite Yates ◽  
Michael D. Richardson
Keyword(s):  
Teacher Preparation ◽  
Technology Implementation ◽  
Critical Mass ◽  
Teacher Preparation Programs ◽  
Net Generation ◽  
Preparation Programs ◽  
Face To Face ◽  
Technology And Learning ◽  
Prerequisite Skills ◽  
Face To Face Instruction

This chapter presents innovation and change in university preparation of teachers requires acquisition of technological pedagogy in response to the demands of a knowledge economy where students are engaged in technology implementation in a constantly changing world. Teacher preparation programs historically have been contained on campus using face-to-face instruction. As the second decade of the twenty-first century unfolds, universities have adopted online learning in teacher preparation to accommodate the needs of a more diverse clientele. Educator preparation now faces two major challenges: a critical mass generated by Net Generation students who have increased demands for online access to learning and a teaching force without prerequisite skills and dispositions to dramatically alter modes of instruction.

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