The present study aimed to adapt the Teacher Self-Efficacy Scale (TSES) developed by Schwarzer et al. (1999) into Italian and to test its validity and reliability. In a group of teachers (N = 683; 83% female), the factor structure (Confirmatory Factor Analyses), construct validity (latent relations with burnout variables), measurement invariance…

The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers' perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC)…

Teacher data-driven decision making (DDDM) is a professional practice of great prominence in the current K-12 education system. Moreover, teacher self-efficacy and anxiety around DDDM represent important measurement targets in both research and practice. This study consequently examined the validity, reliability, and invariance of data collected…

Valid information on early social-emotional competence is essential to diagnose, treat, and prevent behavioral problems in children and adolescents. Particularly in young children, social-emotional competence is frequently measured using parent and teacher ratings that frequently exhibit low agreement. Therefore, the present study on n = 532…

Simple mean differences summarized in meta-analyses do not always adequately describe sex similarities and differences. We investigated sex similarities and differences in academic achievement test scores during childhood and adolescence multiple ways based on composite and subtest scores from the Kaufman Test of Educational Achievement (Third…

The present study compares the fit of two- and three-parameter logistic (2PL and 3PL) models of item response theory in the performance of preschool children on the Raven's Colored Progressive Matrices. The test of Raven is widely used for evaluating nonverbal intelligence of factor g. Studies comparing models with real data are scarce on the…

We evaluated the score stability of the Framework for Teaching (FFT), a prominent observation instrument used for teacher evaluation. Three raters each scored 200 reading and mathematics lessons taught by 20 kindergarten teachers. Using Generalizability theory analyses, we decomposed the FFT's Classroom Environment, Instruction, and Total scores…

In the Response to Intervention framework, a psychometrically sound screening tool is essential for identification of children with emotional and behavioral risk. The purpose of this study was to examine the validity of the Pediatric Symptom Checklist-17 (PSC-17) screener in school-based settings. Forty-four teachers rated 738 preschoolers using…

This study reports an independent investigation of the psychometric properties of Desired Results Developmental Profile (DRDP), a teacher-rated measure of school readiness for preschool-aged children. In a sample of 2,031 low-income, 3- to 5-year-old children attending Head Start, we tested three measurement models: a higher order one-factor…

Given the importance of math in today's society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development.…

In view of the shortcomings of previous research on empathy (e.g., no dimensional differentiation, predominantly variable-centered approaches, and a lack of sample diversity), we adopted a person-centered approach to identify distinct profiles of empathy among Chinese preschool teachers, and we examined how these profiles relate to certain…

This study aims to establish a robust measurement to obtain a comprehensive understanding of perceptions of programming education (POPE) of teacher and principal groups. In this study, the POPE scale contains three dimensions: (a) understanding in programming (UP), (b) support for programming (SP), and (c) expectation of programming (EP).…

The present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages…

The literature contains a variety of assessment tools for measuring the skills of individuals with autism or other developmental delays, but most lack adequate empirical evidence supporting their reliability and validity. The current pilot study sought to examine the reliability of scores obtained from the Assessment of Basic Language and Learning…

The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student…