Concurrent Validity between Teacher Efficacy and Perceptions of Response to Intervention Outcomes

Autor/inn/en	Nunn, Gerald D.; Jantz, Paul B.; Butikofer, Cynthia
Titel	Concurrent Validity between Teacher Efficacy and Perceptions of Response to Intervention Outcomes
Quelle	In: Journal of Instructional Psychology, 36 (2009) 3, S.215-218 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Teacher Effectiveness; Intervention; Elementary Secondary Education; Validity; Measures (Individuals); Decision Making; Methods; Teaching Methods; Correlation; Cooperation; Teachers; Administrators; School Districts; Psychology; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gültigkeit; Messdaten; Decision-making; Entscheidungsfindung; Method; Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Co-operation; Kooperation; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Psychologie
Abstract	This study examined concurrent validity between the Teacher Efficacy Beliefs and Behaviors Scale-TEBBS (Nunn, 1998) with the Indicators of RtI Effectiveness Scale-IRES (Nunn, 1999). A total of 429, K-12 educators participating in a statewide RtI initiative were respondents. Pearson Product-Moment correlations indicated significant relationships between TEBBS scales of Instructional Methods Efficacy (IME), Motivational Methods Efficacy (MME) and External Control Efficacy (ECE) with IRES scales of Effectiveness of Interventions (EI), Satisfaction with RtI Results (SRR), Collaborative Teaming and Intervention (CTI), and Data-Based Decision-Making (DBDM). Discussion of prior research and heuristic value of this research is provided. (Contains 1 table.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10