NotesFAQContact Us
Search Tips
ERIC Number: ED455302
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Multi-Dimensional Assessment of Classroom Instructional Practice: A Validity Study of the Classroom Instructional Practice Scale (CIPS).
Shim, Minsuk K.; Felner, Robert D.; Shim, Eunjae; Noonan, Nancy
This study examined the reliability and validity of self-reported survey data on instructional practices. It was based on a nationwide survey of more than 25,000 teachers in more than 1,000 schools across 5 years. The survey instrument was the Classroom Instructional Practice Scale (CIPS), which was based on the Classroom Information Sheet developed by P. Wiesz and E. Cowen (1976). Although self-reported survey data might not capture the quality of the interaction between teachers and students, this study shows that survey data provide a fairly accurate description of how often teachers use various instructional practices that are consistent with the recommendations of several reform initiatives. There was consistent and solid agreement between what teachers reported and what students perceived in terms of their classroom activities. CIP scales were positively related to student achievement in mathematics. Survey results also suggest that grouped items, measuring the same underlying characteristics, provide more reliable measures of instructional practices both empirically and conceptually. Researchers proposed eight dimensions of quality instruction, and the factor structures of these dimensions were stable over 5 years. The hypothesized model fit the data well. As policymakers focus on assessing instructional trends, it is not plausible to rely on in-depth studies of a small number of classrooms. Survey data will provide the most cost-effective way of measuring national trends in instruction. (Contains 7 tables and 16 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A