Does Special Educator Effectiveness Vary Depending on the Observation Instrument Used?

Autor/inn/en	Johnson, Evelyn S.; Crawford, Angela R.; Zheng, Yuzhu; Moylan, Laura A.
Titel	Does Special Educator Effectiveness Vary Depending on the Observation Instrument Used?
Quelle	(2020), (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education Teachers; Teacher Evaluation; Teacher Effectiveness; Evaluation Methods; Direct Instruction; Observation; Scores; Idaho; Florida; Wisconsin + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Beobachtung
Abstract	In this study, we compared the results of 27 special education teachers' evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank-ordering of teachers depending on which instrument was used. Overall scores on RESET were higher on average than those on FFT. Item level analyses showed that across 125 correlations, 73 were significant, low-moderate, and 52 were non-significant. Implications for research and practice are discussed. [This paper will be published in "Educational Measurement: Issues & Practice."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01