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dc.contributor.authorBoyle, Martha L.
dc.date.accessioned2016-03-21T20:44:22Z
dc.date.available2016-03-21T20:44:22Z
dc.date.issued2008
dc.identifier.isbn9780549729907
dc.identifier.other275585750
dc.identifier.urihttp://hdl.handle.net/10477/43636
dc.description.abstractThis quasi-experimental study of 18 randomly assigned teachers evaluated the effectiveness of an online tutorial to improve teacher knowledge and application of appropriate seating for students. Cognitive knowledge was measured via an online test. Behavioral application was measured via classroom observations of seating. Attitude was measured via the number of times participants requested OT assistance for seating. Both groups were measured on all variables in phase I (baseline), phase II (one week later), and phase III (two weeks after phase II), with the experimental group taking an online tutorial prior to phase II. At phase I, the two groups were similar in all measures. At phases II and III the experimental group showed significantly greater knowledge (U=12.50, p=0.00; U=9.00, p=0.00), but no difference in behavior or attitude. Online instruction appears to improve knowledge of seated posture; direct consultation may improve behavior and attitude toward seating.
dc.languageEnglish
dc.subjectHealth and environmental sciences
dc.subjectElementary school seating
dc.subjectOnline instruction
dc.titleEffectiveness of an on-line tutorial to improve teacher knowledge of seating for elementary school students
dc.typeDissertation/Thesis


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