The Construct Validity of Teachers' Perceptions of Change in Schools Implementing Comprehensive School Reform Models

Autor/inn/en	Nunnery, John A.; Ross, Steven M.; Bol, Linda
Titel	The Construct Validity of Teachers' Perceptions of Change in Schools Implementing Comprehensive School Reform Models
Quelle	In: Journal of Educational Research & Policy Studies, 8 (2008) 1, S.67-91 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-6875
Schlagwörter	School Restructuring; Observation; Construct Validity; Factor Structure; Factor Analysis; Educational Change; Teaching Methods; Teacher Attitudes; Questionnaires; Scores + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Beobachtung; Faktorenstruktur; Faktorenanalyse; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Fragebogen
Abstract	This study reports the results of a validation study of the Comprehensive School Restructuring Teacher Questionnaire (CSRTQ) and the School Observation Measure (SOM), which are intended for use in evaluating comprehensive school reform efforts. The CSRTQ, which putatively measures five factors related to school restructuring (internal focus, external support, school capacity, pedagogical change, and restructuring outcomes), was administered to 2,511 teachers in 83 schools that received Comprehensive School Reform grants. The SOM, a high-inference observation instrument that measures school-wide implementation of various instructional practices, was administered eight to ten times in each of the 83 schools. Confirmatory factor analysis supported the a priori factor structure of the CSRTQ. Hierarchical linear modeling analysis indicated that teacher perceptions of pedagogical change were significantly predictive of aggregate SOM observations of specific teaching practices, and that the SOM items reliably distinguish between schools on 26 teaching practices. Mean pedagogical change scores were negatively related to traditional, teacher-centered practices, and positively related to the student-centered practices advanced by most CSR restructuring designs. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10