Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom PracticesReport as inadecuate




Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices - Download this document for free, or read online. Document in PDF available to download.



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.

Descriptors: Progress Monitoring, Classroom Techniques, Instruction, Teacher Evaluation, Classroom Observation Techniques, Elementary School Teachers, Rating Scales, Check Lists, Case Studies, Psychometrics, Likert Scales

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





Author: Reddy, Linda A.; Dudek, Christopher M.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=72&id=EJ1089170







Related documents