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Technical Adequacy of the SWPBIS Tiered Fidelity Inventory
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McIntosh, Kent; Massar, Michelle M.; Algozzine, Robert F.; George, Heather Peshak; Horner, Robert H.; Lewis, Timothy J.; Swain-Bradway, Jessica – Journal of Positive Behavior Interventions, 2017
Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The "SWPBIS Tiered Fidelity…
Descriptors: Positive Behavior Supports, Fidelity, Program Implementation, Program Evaluation
Preliminary Psychometrics of the Participatory Evaluation and Expert Review for Classrooms Serving Students with Emotional/Behavioral Disabilities (PEER-EBD)
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Tsai, Shu-Fei; Cheney, Douglas; Walker, Bridget – Behavioral Disorders, 2013
The quality of classrooms serving students with emotional and behavioral disabilities (EBD) is a continuing concern because of its influence on students' educational outcomes. Program evaluation of classrooms for students with EBD has been a recommended practice for many years since Grosenick, George, and George (1987) conducted their…
Descriptors: Emotional Disturbances, Behavior Disorders, Program Evaluation, Psychometrics
Assessing Environmental Understanding: An Application of the Concept Mapping Strategy
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Andrews, Kristen E.; Tressler, Kurt D.; Mintzes, Joel J. – Environmental Education Research, 2008
Despite its importance as a central goal in environmental education, there appears to be little consensus about how best to document, assess and evaluate understanding of environmental concepts. This illustrative case study describes and demonstrates the use of the concept mapping strategy as an effective tool for assessing environmental…
Descriptors: Concept Mapping, Animals, Marine Education, Environmental Education
Scale Development for School and University Administrators
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Schulte, Laura E. – AASA Journal of Scholarship & Practice, 2007
As a result of the "No Child Left Behind Act," there is increased emphasis on assessment in P-12 schools today. School administrators are responsible for assessing student achievement, teacher and staff effectiveness, school climate, and graduates' perceptions of school programs. At the university level, organizations, such as the National Council…
Descriptors: Content Validity, Educational Administration, Administrator Education, Scaling
Measuring School-Wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks of Quality
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Cohen, Rachel; Kincaid, Don; Childs, Karen Elfner – Journal of Positive Behavior Interventions, 2007
School-wide positive behavior support (SWPBS) has been implemented in more than 4,000 schools as a means of addressing problem behavior in a systemic fashion. Preliminary outcomes (e.g., office discipline referrals, suspensions) indicate the effectiveness of SWPBS in decreasing school-wide behavior problems and creating a positive school climate.…
Descriptors: Behavior Problems, Behavior Modification, Psychometrics, Program Validation
Validity and Reliability of the Graduate Program Self-Assessment (GPSA) Instruments for Evaluating Nursing Doctoral Education.
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Chambers, Donald B.; Holzemer, William L. – 1988
This paper presents the investigation of the psychometric properties of the Graduate Program Self-Assessment (GPSA) questionnaires, developed by the Educational Testing Service, for the evaluation of nursing doctoral education. The data are from the 1984 cooperative program evaluation from 326 faculty, 659 doctoral students, and 296 alumni. The…
Descriptors: Alumni, Construct Validity, Content Validity, Doctoral Programs