NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1121038
Record Type: Journal
Publication Date: 2016-Dec
Pages: 15
Abstractor: As Provided
ISSN: ISSN-2059-0776
The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice
Loughland, Tony; Vlies, Penny
Educational and Developmental Psychologist, v33 n2 p163-177 Dec 2016
Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A