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| Autor/inn/en | Pereira, Nielsen; Tay, Juliana; Desmet, Ophélie; Maeda, Yukiko; Gentry, Marcia |
|---|---|
| Titel | Validity Evidence for the Revised Classroom Practices Survey: An Instrument to Measure Teachers' Differentiation Practices |
| Quelle | In: Journal for the Education of the Gifted, 44 (2021) 1, S. 31-55Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Pereira, Nielsen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3532 |
| DOI | 10.1177/0162353220978304 |
| Schlagwörter | Forschungsbericht; Psychometrics; Individualized Instruction; Teaching Methods; Test Reliability; Academic Achievement; Academically Gifted; Gifted Education; Student Needs; Test Construction; Elementary School Teachers |
| Abstract | We evaluated the psychometric properties of the Classroom Practices Survey--Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its previous version. Internal consistency estimates for the four factors were higher for the high-achieving students ([alpha] = 0.84-0.94) compared with estimates for students who achieve at average ([alpha] = 0.83-0.92) and low ([alpha] = 0.81-0.90) levels. Model fit of the data was in the acceptable range across all achievement levels. However, model fit indices for the high-achieving group were slightly better than for the average- and low-achieving groups. Results support the practical value of CPS-R as a tool to assess teachers' use of differentiation strategies. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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