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Teacher Exit Survey Development through a Researcher-Practitioner Partnership: A Collaborative Approach
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Naff, David; Good, Kimberly; Robnolt, Valerie; Allen, Angela; Parker, Meredith; Senechal, Jesse – Journal of Education Human Resources, 2022
This article details the community-engaged research process employed by a researcher-practitioner partnership (RPP) to develop and pilot a common exit survey of teachers from participating school districts at the end of the 2018-2019 school year. This development occurred with input from school district representatives serving on a study team as…
Descriptors: Partnerships in Education, Theory Practice Relationship, Teacher Attitudes, Surveys
A Study of Validity and Reliability on the Instructional Capacity Scale
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Yalçin, Mehmet Tufan; Eres, Figen – Universal Journal of Educational Research, 2018
The aim of this study is to develop a valid and reliable measurement tool that can determine the instructional capacity, according to teacher opinions. In the academic year of 2016-2017, 1011 teachers working in the public high schools and vocational technical schools in Ankara participated in the study. The total number of items on the scale was…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Effectiveness, Instructional Effectiveness
The Supporting Effective Teaching Project: 2. The Measures
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Jordan, Anne – Exceptionality Education International, 2018
This article presents the development and the technical and conceptual characteristics of two of the three measures used in the SET project, to discuss how they relate to each other, and to present evidence of their concurrent validity. The Pathognomonic-Interventionist (P-I) Interview yields rich descriptions of teachers' experiences with one or…
Descriptors: Special Education, Special Needs Students, At Risk Students, Teacher Effectiveness
Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning
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Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin – International Electronic Journal of Elementary Education, 2015
Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…
Descriptors: Preschool Teachers, Educational Practices, Independent Study, Self Disclosure (Individuals)
The Development of the Primary Teacher Questionnaire: A Teacher Beliefs Scale Based on the NAEYC Guidelines for Appropriate Practice in the Primary Grades.
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Smith, Kenneth E. – 1992
This report describes the development of the Primary Teacher Questionnaire (PTQ), a self-report teacher beliefs scale based on the position statement on developmentally appropriate practice in the primary grades published by the National Association for the Education of Young Children (NAEYC). The development of the PTQ was conducted in three…
Descriptors: Attitude Measures, Beliefs, Conventional Instruction, Developmentally Appropriate Practices
Early Language & Literacy Classroom Observation (ELLCO) Toolkit, Research Edition [with] User's Guide.
Smith, Miriam W.; Dickinson, David K. – 2002
The document is comprised of the Early Language and Literacy Classroom Observation (ELLCO) Toolkit, a field-tested observation packet to examine literacy and language practices and materials in prekindergarten through third grade classrooms, and a user's guide providing technical information and instructions for administration and scoring the…
Descriptors: Class Activities, Classroom Environment, Curriculum, Early Childhood Education