Developing an Explicit Instruction Special Education Teacher Observation Rubric

被引：17

作者：

Johnson, Evelyn S. ^{[1
]}

Zheng, Yuzhu ^{[1
]}

Crawford, Angela R. ^{[1
]}

Moylan, Laura A. ^{[1
]}

机构：

[1] Boise State Univ, 1910 Univ Dr,MS 1725, Boise, ID 83725 USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2019年 / 53卷 / 01期

关键词：

special education teacher evaluation; explicit instruction; observation systems; many-facet Rasch measurement; CLASSROOM OBSERVATIONS; LEARNING-DISABILITIES; MATHEMATICS INSTRUCTION; STUDENTS; METAANALYSIS; RELIABILITY;

D O I：

10.1177/0022466918796224

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric and assigned scores of "implemented," "partially implemented," or "not implemented" for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.

引用

页码：28 / 40

页数：13

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