Literaturnachweis - Detailanzeige
| Autor/inn/en | Sims, Wesley A.; King, Kathleen R.; Reinke, Wendy M.; Herman, Keith; Riley-Tillman, T. Chris |
|---|---|
| Titel | Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM) |
| Quelle | 31 (2021) 2, S.215-245 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Test Construction; Test Validity; Classroom Techniques; Faculty Development; Psychometrics; Interrater Reliability; Self Efficacy; Teacher Evaluation; Teacher Behavior; Elementary School Teachers; Self Concept Measures; Teachers Sense of Efficacy Scale |
| Abstract | Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.?[This article was published in "Journal of Educational and Psychological Consultation" (EJ1293543).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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