ERIC Number: ED161898
Record Type: Non-Journal
Publication Date: 1978-Mar
Reference Count: N/A
Identification of Predictors of Coding Performance: Selecting Subjects to be Trained to Use Observation Systems.
Two predictors of coding performance were validated when 26 trained subjects used the Flanders System of Interaction Analysis to code 11 half-hour videotapes of fifth grade classrooms. The Teacher Evaluation Scale, a high-inference rating system based on the Global Rating Scales, was also used. The predictors were scores on a shortened form of the Minnesota Teacher Attitude Inventory (MTAI-S), and reliability of coding after a few hours of training. Significant correlations with an index of coding performance across the 11 tapes were found for the MTAI-S and for early training reliability of coding. Interest was focused on the MTAI-S as a screening device because of the ease and low cost of its administration. Subjects were divided into two groups, one consisting of high scorers on the MTAI-S (HI-M), the other of low scorers (LO-M). Intraclass correlations were computed for the two groups separately on each of the 11 tapes, and the HI-M group was found to have a significantly higher average intraclass correlation across the 11 tapes than the LO-M group. These findings were discussed in terms of their implications for screening and predicting; and for understanding the nature of observational coding systems. (Author/CTM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis; Minnesota Teacher Attitude Inventory