Assessment of Teacher Instructional and Behavior Management Practices in Greek Elementary Schools: An Initial Investigation

Autor/inn/en	Poulou, Maria S.; Reddy, Linda A.; Dudek, Christopher M.
Titel	Assessment of Teacher Instructional and Behavior Management Practices in Greek Elementary Schools: An Initial Investigation
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 2, S.276-289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reddy, Linda A.) ORCID (Dudek, Christopher M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1871454
Schlagwörter	Foreign Countries; Elementary School Teachers; Teaching Methods; Classroom Techniques; Language Arts; Mathematics Instruction; Evidence Based Practice; Behavior Modification; Student Behavior; Test Reliability; Test Validity; Greece + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Sprachkultur; Mathematics lessons; Mathematikunterricht; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Testreliabilität; Testvalidität; Griechenland
Abstract	Extensive research has been conducted on teachers' classroom practices, particularly instructional and behavior management practices that are linked to students' learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers' evaluation and professional development in Greece, valid assessments that measure teachers' classroom practice and capture teachers' strengths, and areas in need of improvement are urgently needed. The current study presents the Greek translation and initial validation of the Classroom Strategy Assessment System (CSAS), a multi-rater, multi-source observational assessment of teachers' evidence-based instructional and behavior management strategies. Trained school administrators observed 31 elementary school teachers (age range of students 6-12 years), three times each for 30 minutes in Greek Language Arts and mathematics lessons. Internal consistency, test--retest reliability, and interobserver reliability of the translated Greek CSAS were examined. Results revealed strong internal consistency, adequate test-retest, and interobserver reliability, and support the use of the CSAS in Greek classrooms. Overall, findings indicate that Greek teachers were rated as utilizing evidence-based classroom practices, but rates for some practices were lower than recommended by the literature. Implications for research and professional development are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01