The Brief Classroom Interaction Observation-Revised: An Observation System to Inform and Increase Teacher Use of Universal Classroom Management Practices

Autor/inn/en	Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wachsmuth, Sean; Newcomer, Lori
Titel	The Brief Classroom Interaction Observation-Revised: An Observation System to Inform and Increase Teacher Use of Universal Classroom Management Practices
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 3, S.159-169 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300715570640
Schlagwörter	Student Behavior; Behavior Problems; Behavior Modification; Intervention; Classroom Techniques; Observation; Elementary School Students; Elementary School Teachers; Kindergarten; Grade 1; Grade 2; Grade 3; Teacher Burnout; Test Validity; Test Reliability; Aggression; Positive Reinforcement; Discipline; Workshops; Faculty Development; Responses; Teacher Student Relationship; Teacher Effectiveness; Regression (Statistics); Correlation; Self Efficacy; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Klassenführung; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Burnout-syndrom; Burnout; Burnout-Syndrom; Testvalidität; Testreliabilität; Disziplin; Lernwerkstatt; Schulung; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Regression; Regressionsanalyse; Korrelation; Self-efficacy; Selbstwirksamkeit
Abstract	Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1 classroom practices, researchers and practitioners need reliable and valid measures of these practices that are sensitive to change over time. The purpose of this study was to examine the reliability and validity of the "Brief Classroom Interaction Observation-Revised" (BCIO-R), which is a direct observation measure of classroom Tier 1 instructional and classroom management practices for use in elementary school classrooms. Findings indicate that the BCIO-R can be reliably implemented in the classroom context. In addition, the measure is associated with important teacher-reported constructs such as efficacy in classroom management and burnout. Furthermore, the measure is sensitive to change as indicated by demonstration of improvement in classroom management variables among teachers who received a universal classroom management intervention versus teachers who did not receive training. Having reliable and valid measures to evaluate and monitor teacher use of universal classroom practices can be useful when consulting to support teachers and improve student outcomes. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01