Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence

Autor/inn/en	Nelson, Peter M.; Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam J.
Titel	Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence
Quelle	In: School Psychology Quarterly, 32 (2017) 4, S.465-479 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000176
Schlagwörter	Classroom Environment; Poverty; Teacher Attitudes; Student Attitudes; Rating Scales; Scores; Correlation; Observation; Teaching Methods; Behavior Modification; Classroom Techniques; Student Behavior; Goal Orientation; Feedback (Response); Individualized Instruction; Elementary Secondary Education; New Jersey + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Armut; Lehrerverhalten; Schülerverhalten; Rating-Skala; Korrelation; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung; Klassenführung; Student behaviour; Zielorientierung; Zielvorstellung; Individualisierender Unterricht
Abstract	The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System-Observer Form (Reddy, Fabiano, & Dudek, 2013). This study included 38 teachers and 582 students from 5 high-poverty schools. Observational data were reported as discrepancy scores, which reflect the difference between the recommended frequency and observed frequency of specific instructional and behavioral management strategies for classroom teachers. Pearson correlations were used to evaluate the relationship between the 6 subscales included on the REACT and the 9 subscales included on the CSAS-O. Results provide preliminary evidence for the relationship between observer and student ratings of the class environment. More specifically, as discrepancy scores decreased, student ratings of the class environment tended to be more positive. The relationship between the REACT and the CSAS-O differed across subscales; however, in general, subscales that were conceptually similar tended to demonstrate stronger relationships than subscales that were conceptually distinct. Thus, the observed results also provide preliminary evidence that students are capable of discriminating between the quality of different components of the class environment. The potential use of both observer and student ratings of the class environment to provide teachers with a more robust and comprehensive reference for professional development purposes is discussed within the context of a tiered model of support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01