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ERIC Number: EJ1089170
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-2168-3603
Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices
Reddy, Linda A.; Dudek, Christopher M.
International Journal of School & Educational Psychology, v2 n2 p71-84 2014
In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral management strategies in elementary school. The present article briefly describes the CSS methodology and psychometric properties. The CSS consists of a three-part assessment: (a) direct classroom observation, (b) Strategy Rating Scales of instruction and behavioral management, and (c) a classroom checklist. A teacher case example is presented to illustrate the CSS's clinical utility in schools. Implications for school psychological practice are outlined.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080337