Developing a Comprehensive Decoding Instruction Observation Protocol for Special Education Teachers

Autor/inn/en	Moylan, Laura A.; Johnson, Evelyn S.; Zheng, Yuzhu
Titel	Developing a Comprehensive Decoding Instruction Observation Protocol for Special Education Teachers
Quelle	In: Reading & Writing Quarterly, 38 (2022) 5, S.469-486 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Evelyn S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1982429
Schlagwörter	Decoding (Reading); Special Education Teachers; Psychometrics; Video Technology; Evaluators; Reliability; Scores; Classroom Observation Techniques; Reading Instruction; Instructional Effectiveness; Phoneme Grapheme Correspondence; Scoring; Training; Item Analysis; Difficulty Level; Teacher Evaluation; Teacher Effectiveness; Kindergarten; Elementary School Teachers; Idaho; Florida; Wisconsin; Maryland; Illinois; Oregon; Pennsylvania; Utah + Suchen Sie Ihr Suchwort? Dekodierung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Psychometry; Psychometrie; Reliabilität; Leseunterricht; Unterrichtserfolg; Bewertung; Ausbildung; Itemanalyse; Schwierigkeitsgrad; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Elementary school; Grundschule; Volksschule
Abstract	This study describes the development of a special education teacher observation protocol detailing the elements of effective decoding instruction. The psychometric properties of the protocol were investigated through many-facet Rasch measurement (MFRM). Video observations of classroom decoding instruction from 20 special education teachers across three states were collected. Twelve external raters were trained to observe and evaluate instruction using the protocol 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 levels of reliability. Teacher performance was consistent with what is reported in the literature. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01