| Owner: |
Hyojong Sohn
|
| Owner Email: |
ukisakul11@gmail.com
|
| Paper Title: |
Evaluating an Observation Protocol for General and Special Education Teachers in a Multi-Tiered Instructional Framework
|
| Session Title: |
Improving Special Education Evaluation and Identification Through an Interdisciplinary Approach (Table 36)
|
| Paper Type: |
Roundtable Presentation
|
| Presentation Date: |
4/14/2024
|
| Presentation Location: |
Philadelphia, Pennsylvania
|
| Descriptors: |
Special Education, Teacher Evaluation, Validity/Reliability
|
| Methodology: |
Quantitative
|
| Author(s): |
Hyojong Sohn, University of Wisconsin - La Crosse; Mary T. Brownell, University of Florida; Amber E. Benedict, Arizona State University; Jessica Williams, University of Florida; Corinne Huggins-Manley, University of Florida; Benjamin Kelcey, University of Cincinnati
|
| Unit: |
SIG-Special and Inclusive Education Research
|
| Abstract: |
The purpose of this study is to evaluate validity evidence for a researcher-developed observation tool designed to measure the implementation of general and special education teachers’ explicit instruction and evidence-based practice in tiered reading instruction. Kane’s validity argument approach (2006) is employed to examine whether (a) the scoring rule functions appropriately as intended, (b) scores represent a teacher’s teaching quality across different sources of variance, and (c) scores are related to another construct that is believed to comprise teaching quality. This study provides multiple sources of validity evidence (e.g., Generalizability theory, multi-faceted Rasch models) to assess the scoring and generalization inferences. Based on the results, implications for using the tool to support teacher learning in a PD program are discussed.
|
| DOI: |
https://doi.org/10.3102/2097268
|