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ERIC Number: EJ1062837
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 27
Quality and Utility of the Multi-Tiered Instruction Self-Efficacy Scale
Barnes, Susan K.; Burchard, Melinda S.
Research & Practice in Assessment, v6 p22-42 Win 2011
Response to Intervention (RTI) is an educational approach that integrates ongoing assessment of individual student progress with targeted instruction. Administrators and teachers in P-12 schools expressed a need for colleagues in higher education to provide training to general education pre-service and in-service teachers in selecting appropriate instruments and conducting accurate assessments, tasks traditionally performed by special education teachers. Researchers developed a scale to measure self-efficacy of educators using these approaches to better identify areas in which educators need additional support. Researchers wanted to know if the scale functioned as expected and if it was appropriate to use the scale for their intended purposes. This paper describes the results of the study of the characteristics of the scale following the administration of the pilot, including indices of score reliability and utility. The researchers used measures of internal consistency and factor analysis to assess scale quality. The results indicate that the scale is useful for measuring teacher perceptions of their self-efficacy using multi-tiered instructional approaches.
Descriptors: Self Efficacy, Self Concept Measures, Response to Intervention, Teacher Effectiveness, Test Reliability, Factor Analysis, Teacher Surveys, Elementary School Teachers, Secondary School Teachers, Preschool Teachers, Kindergarten
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: firstname.lastname@example.org; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education; Preschool Education; Early Childhood Education; Kindergarten; Primary Education
Authoring Institution: N/A