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ERIC Number: EJ1200793
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1918-5227
The Supporting Effective Teaching Project: 2. The Measures
Jordan, Anne
Exceptionality Education International, v28 n3 p28-50 2018
This article presents the development and the technical and conceptual characteristics of two of the three measures used in the SET project, to discuss how they relate to each other, and to present evidence of their concurrent validity. The Pathognomonic-Interventionist (P-I) Interview yields rich descriptions of teachers' experiences with one or more students with special education needs included in their classes. The scoring system infers teachers' beliefs about disabilities, and the teachers' self-described instructional practices in working in inclusive elementary classrooms. The Classroom Observation Scale (COS) is a detailed observation by two third-party observers of teacher-student interactions during instruction in core subjects in the regular classroom when students with SEN are present. Based on criteria for effective instruction, the COS yields a quantitative score of teaching practices in four categories, as well as Predominant Teaching Style, a measure of the quality of instructional interactions with individual students during the lesson. In this article the relationships between the P-I and COS measures are explored, asking, for example, whether the COS validates teachers' self-reports about their inclusive practice, and whether the P-I scale reflects differences observed in teachers' practices. A research agenda to extend this inquiry is proposed. [For "The Supporting Effective Teaching Project: 1. Factors Influencing Student Success in Inclusive Elementary Classrooms," see EJ1200792.]
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A