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ERIC Number: EJ927316
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0950-0693
The Student Actions Coding Sheet (SACS): An Instrument for Illuminating the Shifts toward Student-Centered Science Classrooms
Erdogan, Ibrahim; Campbell, Todd; Abd-Hamid, Nor Hashidah
International Journal of Science Education, v33 n10 p1313-1336 2011
This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student-centered instruction literature and used by the authors to sort student actions in previous research. The SACS was administered across 22 Grade 6-8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter-rater intraclass correlation reliability coefficients at the p less than 0.01 level. After the final stage of development, the SACS instrument consisted of 24 items separated into three categories, which aligned with the factor analysis clustering of the items. Additionally, concurrent validity of the SACS was established with the Reformed Teaching Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student-centered actions are occurring in science classrooms. (Contains 5 tables and 1 figure.)
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 - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A