The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice

Autor/inn/en	Loughland, Tony; Vlies, Penny
Titel	The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice
Quelle	In: Educational and Developmental Psychologist, 33 (2016) 2, S.163-177 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1017/edp.2016.18
Schlagwörter	Classroom Observation Techniques; Program Validation; Educational Practices; Lesson Observation Criteria; Vocational Adjustment; Teaching Skills; Teaching Models; Teacher Attitudes; Beliefs; Construct Validity; Measures (Individuals) + Suchen Sie Ihr Suchwort? Bildungspraxis; Unterrichtsmitschau; Personalanpassung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrmodell; Lehrerverhalten; Belief; Glaube; Messdaten
Abstract	Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01