Examining the Validity Argument of a Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching: An Argument-Based Approach

Autor/inn/en	Rino, Joseph; Bahr, Damon L.; Larsen, Ross A. A.; Sudweeks, Richard R; Robinson, Jared; Everson, Kimberlee; Monroe, Eula Ewing
Titel	Examining the Validity Argument of a Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching: An Argument-Based Approach
Quelle	In: Investigations in Mathematics Learning, 13 (2021) 2, S.91-106 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2020.1846967
Schlagwörter	Mathematics Instruction; Teaching Methods; Teacher Attitudes; Elementary School Teachers; Standards; Reliability; Validity; Persuasive Discourse; Educational Quality; Teacher Surveys; Psychometrics; Educational Change; Factor Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Standard; Reliabilität; Gültigkeit; Persuasion; Persuasive Kommunikation; Quality of education; Bildungsqualität; Psychometry; Psychometrie; Bildungsreform; Faktorenanalyse
Abstract	In this paper the authors review the validity claims of a survey published in 2003, "A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching." Though the original survey received widespread attention and use, little formal review had been performed beyond the original estimates of reliability and validity. A content analysis was performed as well as exploratory and confirmatory factor analyses in order to understand the continued validity of the interpretations and uses of the instrument results. Although the content the survey measures aligns with contemporary conceptualizations of high-quality teaching practices and was originally published with a reliability estimate and evidence of its overall validity, its use should be modified to some degree in order to align with the further validity analyses described in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01