Concurrent Validity of the Classroom Strategies Scale for Elementary School--Observer Form

Autor/inn/en	Reddy, Linda A.; Fabiano, Gregory A.; Dudek, Christopher M.
Titel	Concurrent Validity of the Classroom Strategies Scale for Elementary School--Observer Form
Quelle	In: Journal of Psychoeducational Assessment, 31 (2013) 3, S.258-270 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282912462829
Schlagwörter	Teacher Behavior; Educational Assessment; Instruction; Validity; Rating Scales; Elementary School Teachers; Elementary School Students; Classroom Techniques; Educational Strategies; Correlation; Comparative Analysis; Likert Scales; Accountability; Federal Legislation; Educational Legislation; Behavior Modification; Positive Reinforcement; Teaching Methods; Measures (Individuals); Observation; New Jersey; New York; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Education; assessment; Bewertungssystem; Teaching process; Unterrichtsprozess; Gültigkeit; Rating-Skala; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Lehrstrategie; Korrelation; Likert-Skala; Verantwortung; Bundesrecht; Bildungsrecht; Schulgesetz; Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Beobachtung
Abstract	The present study is an initial investigation of the concurrent validity of a new assessment, the Classroom Strategies Scale (CSS version 2.0) for Elementary School--Observer Form. The CSS assesses teachers' use of instructional and behavioral management strategies. In the present study, the CSS is compared to the Classroom Assessment Scoring System (CLASS), a widely researched measure of global classroom quality. In a sample of 125 general education K-5 grade teachers, correlations were computed to assess the relationship between the CSS scales and conceptually similar and dissimilar domains and dimensions on the CLASS. In comparison to the CLASS, the CSS classroom observations and strategy rating scale scores demonstrated correspondence with conceptually similar scales, providing initial evidence for the concurrent and discriminant validity of the CSS. Results highlight the unique features of the CSS for assessing teacher classroom practices. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10