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Development and Validation of a Teacher Progress Monitoring Scale for Elementary School Teachers

Year: 2008
Name of Institution:
Rutgers University
Goal: Measurement
Principal Investigator:
Reddy, Linda
Award Amount: $1,438,905
Award Period: 4 years
Award Number: R305A080337

Description:

Purpose: Although a number of well-validated and widely-disseminated measures of child classroom behavior exist, there is currently no widely-available, reliable, valid, and brief teacher progress monitoring scale that assesses educators' practices and responses to students' behavior in school. Given the high costs of special education and the loss of critical academic instruction time if classroom management procedures are inefficient, a mechanism for identifying relevant teacher behaviors that can also be used as a progress monitoring measure (i.e., sensitive to change in teacher or student behavior) is critically needed. This project will follow a carefully prescribed set of test development steps over a four-year period to design a brief, multidimensional teacher progress monitoring scale for general education elementary school teachers.

Project Activities: The primary research objective is to develop a brief, multi-source, multidimensional teacher progress monitoring scale that is practical, reliable, and valid. It will measure teachers' use of positive instructional strategies and management practices, and integrate them with student behaviors and outcomes. The scale will be designed to assess proximal outcomes (e.g., teachers' use of effective behavior management strategies) that predict meaningful distal outcomes (i.e., student behavior and academic outcomes).

Products: Products from this project include a teacher progress monitoring scale for general education elementary school teachers, and published reports on the scale's initial reliability and validity.

Structured Abstract

Setting: Participating schools are located in New Jersey and New York State.

Population: The studies will be conducted in ethnically and culturally diverse urban elementary schools with administrators, teachers, and students.

Intervention: The primary research objective is to develop a brief, multi-source, multidimensional teacher progress monitoring scale that is practical, reliable, and valid. It will measure teachers' use of positive instructional strategies and management practices and integrate them with student behavior and outcomes. The scale will be designed to assess proximal outcomes (e.g., teachers' use of effective behavior management strategies) that predict meaningful distal outcomes (i.e., student behavior and academic outcomes) .

Research Designs and Methods: This project will follow a carefully prescribed set of test development steps over a four-year period to design a brief, multidimensional teacher progress monitoring scale for general education elementary school teachers. Test development will incorporate contemporary test theory and validation methodology. The scale will include two forms, one for school administrators (principals) and one for teachers (self report).

Data Analytic Strategy: Comprehensive and rigorous data analytic methodology (e.g., exploratory/confirmatory factor analysis, multi-trait, multi-method matrix methodology) will be used to develop and validate the measure.

Publications from this project:

King, S., and Waschbusch, D.A. (2010). Aggression In Children With Attention-Deficit/Hyperactivity Disorder. Expert Review Of Neurotherapeutics, 10 (10): 1581–1594.