Bibliographic Details
| Title: |
Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM) |
| Language: |
English |
| Authors: |
Sims, Wesley A., King, Kathleen R., Reinke, Wendy M., Herman, Keith, Riley-Tillman, T. Chris |
| Source: |
Grantee Submission. 2021 31(2). |
| Peer Reviewed: |
Y |
| Page Count: |
32 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A100342 |
| Document Type: |
Journal Articles
Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Test Construction, Test Validity, Classroom Techniques, Faculty Development, Psychometrics, Interrater Reliability, Self Efficacy, Teacher Evaluation, Teacher Behavior, Elementary School Teachers, Self Concept Measures |
| Assessment and Survey Identifiers: |
Teachers Sense of Efficacy Scale |
| DOI: |
10.1080/10474412.2020.1732990 |
| Abstract: |
Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.?[This article was published in "Journal of Educational and Psychological Consultation" (EJ1293543).] |
| Abstractor: |
As Provided |
| Notes: |
https://moprevention.org/request-data-2 |
| IES Funded: |
Yes |
| Entry Date: |
2023 |
| Accession Number: |
ED625907 |
| Database: |
ERIC |
