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ERIC Number: EJ1083876
Record Type: Journal
Publication Date: 2015-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 107
ISBN: N/A
ISSN: ISSN-1045-3830
Measuring Teacher Self-Report on Classroom Practices: Construct Validity and Reliability of the Classroom Strategies Scale-Teacher Form
Reddy, Linda A.; Dudek, Christopher M.; Fabiano, Gregory A.; Peters, Stephanie
School Psychology Quarterly, v30 n4 p513-533 Dec 2015
This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of ?2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of 0.93 and 0.94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = 0.79, r = 0.84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. [This study was funded by the Teacher Incentive Fund Program within the U.S. Department of Education.]
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: New Jersey; New York
IES Funded: Yes
Grant or Contract Numbers: R305A080337; S374A120060