Initial Validation of the Classroom Management Observation Tool (CMOT)

Autor/inn/en	Simonsen, Brandi; Freeman, Jennifer; Kooken, Janice; Dooley, Kathryn; Gambino, Anthony J.; Wilkinson, Sarah; VanLone, Janet; Walters, Sharon; Byun, Sang Gyu; Xu, Xin; Lupo, Kelly; Kern, Laura
Titel	Initial Validation of the Classroom Management Observation Tool (CMOT)
Quelle	In: School Psychology, 35 (2020) 3, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonsen, Brandi) ORCID (Freeman, Jennifer) ORCID (Kooken, Janice) ORCID (Gambino, Anthony J.) ORCID (VanLone, Janet) ORCID (Walters, Sharon) ORCID (Lupo, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000357
Schlagwörter	Test Validity; Classroom Techniques; Teacher Evaluation; Rating Scales; Content Validity; Factor Structure; Interrater Reliability; Construct Validity; Generalization; Test Construction + Suchen Sie Ihr Suchwort? Testvalidität; Klassenführung; Teacher appraisal; Lehrerbeurteilung; Rating-Skala; Faktorenstruktur; Interrater-Reliabilität; Testaufbau
Abstract	Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior coaches, mentor teachers, and administrators) need efficient and effective tools to identify teachers' strengths and needs and to guide professional development. Current approaches to assess teachers' classroom management are either (a) simple and efficient, but have unknown psychometric properties, or (b) psychometrically sound, but resource intensive. Thus, a Classroom Management Observation Tool (CMOT) that is simple, efficient, and has promising psychometric properties would fill a critical need in the field. This article describes the initial development and validation of the CMOT--a four-item rating of teachers' active supervision, opportunities to respond, specific praise, and positive to corrective ratio--and presents promising evidence of content validity, factor structure, interrater reliability, construct validity, and generalizability. Further research is needed to develop this tool for screening, progress monitoring, and other assessment purposes. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01