Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades

Autor/inn/en	Barghaus, Katherine; Fantuzzo, John; LeBoeuf, Whitney; Henderson, Cassandra; Li, Feifei; McDermott, Paul
Titel	Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades
Quelle	In: Early Education and Development, 28 (2017) 2, S.154-166 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1197012
Schlagwörter	Classroom Environment; Learner Engagement; Program Validation; Psychometrics; Progress Monitoring; Early Childhood Education; Factor Analysis; Factor Structure; Attention Control; Test Construction; Student Behavior; Check Lists; Mathematics Achievement; Reading Achievement; Standardized Tests; Suspension; Truancy; Test Reliability; Predictor Variables; Adolescents; Adjustment (to Environment); Children; Pennsylvania (Philadelphia); Adjustment Scales for Children and Adolescents; TerraNova Multiple Assessments + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Psychometry; Psychometrie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Faktorenanalyse; Faktorenstruktur; Aufmerksamkeitstest; Testaufbau; Student behaviour; Schülerverhalten; Checkliste; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Standadised tests; Standardisierter Test; Ausschluss; Schulausschluss; Schulabsentismus; Schulschwänzen; Schulverweigerung; Testreliabilität; Prädiktor; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder
Abstract	Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students' early difficulties with behavioral, social, and academic engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01