Developing an Explicit Instruction Special Education Teacher Observation Rubric

Autor/inn/en	Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A.
Titel	Developing an Explicit Instruction Special Education Teacher Observation Rubric
Quelle	In: Journal of Special Education, 53 (2019) 1, S.28-40 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Angela R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918796224
Schlagwörter	Direct Instruction; Teaching Methods; Scoring Rubrics; Special Education Teachers; Teacher Evaluation; Observation; Psychometrics; Test Construction; Test Validity; Teacher Competencies; Test Reliability + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Psychometry; Psychometrie; Testaufbau; Testvalidität; Lehrkunst; Testreliabilität
Abstract	In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric and assigned scores of "implemented," "partially implemented," or "not implemented" for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01