Reliability and Validity of the Preschool Science Observation Measure

Autor/inn/en	Vitiello, Virginia E.; Whittaker, Jessica V.; Mulcahy, Christina; Kinzie, Mable B.; Helferstay, Laura
Titel	Reliability and Validity of the Preschool Science Observation Measure
Quelle	In: Early Education and Development, 30 (2019) 2, S.196-215 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1544814
Schlagwörter	Test Reliability; Test Validity; Preschool Children; Science Instruction; Preschool Education; Measures (Individuals); Observation; Teacher Effectiveness; Teacher Student Relationship; Preschool Teachers + Suchen Sie Ihr Suchwort? Testreliabilität; Testvalidität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Messdaten; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Research Findings: Although interest in preschool science is growing, there are few observational measures of science teaching capable of advancing research or supporting professional growth among teachers. To address this gap, the current article presents the development and validation of the Preschool Science Observation Measure (PSOM), which assesses science teaching quality and the content of instruction for structured science lessons in preschool. Within the context of a randomized field trial of a science curriculum, 115 teachers submitted videos of science lessons and 1,003 children ages 4 and 5 years old were assessed on their science skills in the fall and spring. Results indicated adequate range and reliability of PSOM scores. PSOM scores showed moderate positive associations with an observation of teacher-child interactions. Limited positive associations with children's science outcomes indicated some evidence of predictive validity. Descriptive results from control classrooms indicated wide variability in the content and quality of science teaching in typical preschool classrooms. Practice or Policy: Results support further development and use of the PSOM to evaluate science teaching quality and highlight the need for more research on science in preschool classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01