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Comparative Effects of Interdependent and Independent Group Contingencies for Pre-service Teachers in a College Classroom.
- Source :
-
Journal of Behavioral Education . Mar2024, Vol. 33 Issue 1, p81-96. 16p. - Publication Year :
- 2024
-
Abstract
- The purpose of this study was to compare the effectiveness of interdependent and independent group contingencies on pre-service teachers' performance on class quizzes that reflected their knowledge of evidence-based practices for students with extensive support needs. In the interdependent condition, the course instructor awarded extra credit points to groups of pre-service teachers who performed at 80% or higher on class quizzes. In the independent condition, the course instructor awarded extra credit points to individual pre-service teachers who met the same performance criterion. Quizzes were based on content from weekly course topics in a special education teacher preparation course focusing on evidence-based practices for students with extensive support needs. Group performance improved across all groups with overall higher performance scores in the interdependent contingency. Pre-service teachers reported both contingencies to be effective and valuable. Implications for practice, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10530819
- Volume :
- 33
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Journal of Behavioral Education
- Publication Type :
- Academic Journal
- Accession number :
- 176338162
- Full Text :
- https://doi.org/10.1007/s10864-022-09483-4