Validating an Observation Protocol to Measure Special Education Teacher Effectiveness

Autor/inn/en	Johnson, Evelyn S.; Semmelroth, Carrie L.
Titel	Validating an Observation Protocol to Measure Special Education Teacher Effectiveness
Quelle	In: Journal of the American Academy of Special Education Professionals, (2015), S.99-119 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Observation; Special Education; Special Education Teachers; Teacher Effectiveness; Evidence Based Practice; Teaching Methods; Correlation; Academic Achievement; Factor Analysis; Statistical Analysis; Teacher Evaluation; Video Technology + Suchen Sie Ihr Suchwort? Beobachtung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Schulleistung; Faktorenanalyse; Statistische Analyse; Teacher appraisal; Lehrerbeurteilung
Abstract	This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with other studies (Bell et al., 2012), we applied and interpreted Kane's (2006) four inferences for trait observation: scoring, generalization, extrapolation, and decision rules. Results from this study show that acceptable levels of validity are promising for the RESET observation tool. Because the RESET observation tool is premised on the idea that by increasing the use of evidence-based practices, student achievement will also increase, further investigations into the relationship between fidelity of implementation of instruction and student achievement will be critical for moving project work forward. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01