A Validation Study of Classroom Assessment Scoring System-Secondary in the Finnish School Context

Autor/inn/en	Virtanen, T. E.; Pakarinen, E.; Lerkkanen, M.-K.; Poikkeus, A.-M.; Siekkinen, M.; Nurmi, J.-E.
Titel	A Validation Study of Classroom Assessment Scoring System-Secondary in the Finnish School Context
Quelle	In: Journal of Early Adolescence, 38 (2018) 6, S.849-880 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617699944
Schlagwörter	Factor Analysis; Classroom Observation Techniques; Foreign Countries; Factor Structure; Interrater Reliability; Goodness of Fit; Correlation; Classroom Communication; Video Technology; Stress Variables; Self Evaluation (Individuals); Self Efficacy; Teacher Effectiveness; Validity; Evaluators; Grade 6; Teaching Methods; Elementary School Teachers; Teacher Student Relationship; Elementary School Students; Longitudinal Studies; Rating Scales; Work Experience; Teacher Attitudes; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Faktorenanalyse; Ausland; Faktorenstruktur; Interrater-Reliabilität; Korrelation; Klassengespräch; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gültigkeit; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rating-Skala; Employment experience; Job experience; Occupational experience; Berufserfahrung; Lehrerverhalten; Statistische Analyse; Finnland
Abstract	This study examined the reliability and validity of the Classroom Assessment Scoring System-Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better fit for the data compared with one- and two-factor structures. Structural validity was demonstrated by mostly high factor loadings. Except for two interrater intraclass correlations, all item, scale, and interrater reliabilities were either acceptable or good. The study found some evidence for concurrent associations between the three CLASS-S factors and teacher self-ratings. The results provide evidence of the applicability of the CLASS-S instrument in educational contexts (Finland) outside the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01