The Predictive Validity of Classroom Observations: Do Teachers' Framework for Teaching Scores Predict Kindergarteners' Achievement and Motivation?

Autor/inn/en	Patrick, Helen; Mantzicopoulos, Panayota; French, Brian F.
Titel	The Predictive Validity of Classroom Observations: Do Teachers' Framework for Teaching Scores Predict Kindergarteners' Achievement and Motivation?
Quelle	In: American Educational Research Journal, 57 (2020) 5, S.2021-2058 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219891409
Schlagwörter	Predictive Validity; Observation; Kindergarten; Preschool Children; Preschool Teachers; Student Motivation; Reading Achievement; Mathematics Achievement; Teacher Effectiveness; Accountability; Teacher Evaluation; Classroom Environment; Achievement Tests; Academic Standards; Individual Differences; Indiana; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Schulische Motivation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Klassenklima; Unterrichtsklima; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Individueller Unterschied
Abstract	We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers' instruction. We investigated how well 81 kindergarten teachers' FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students' year-end achievement and motivation in reading and mathematics, controlling for students' sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students' achievement: 2.5% for reading and 1.3% for mathematics. Neither students' end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01