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Assessment of Teacher Instructional and Behavior Management Practices in Greek Elementary Schools: An Initial Investigation
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Poulou, Maria S.; Reddy, Linda A.; Dudek, Christopher M. – International Journal of School & Educational Psychology, 2022
Extensive research has been conducted on teachers' classroom practices, particularly instructional and behavior management practices that are linked to students' learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers' evaluation and professional…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Methods, Classroom Techniques
Concept Mapping toward Competency: Teaching and Assessing Undergraduate Evidence-Informed Practice
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Lafave, Lynne M. Z.; Yeo, Michelle; Lafave, Mark R. – Journal of Competency-Based Education, 2021
Background: Undergraduate students in healthcare professions need to develop critical thinking skills in order to be prepared to deliver patient-centered high-quality care upon graduation. The new Canadian Athletic Therapy Association (CATA) competency framework includes a "scholar" role, placing emphasis on knowledge and skills related…
Descriptors: Concept Mapping, Competency Based Education, Undergraduate Students, Student Evaluation
Using Evidence-Centered Design to Create a Special Educator Observation System
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Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu – Educational Measurement: Issues and Practice, 2018
The evidence-centered design framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers. Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is operationalized as the…
Descriptors: Evidence Based Practice, Special Education Teachers, Observation, Disabilities
Using Evidence-Centered Design to Create a Special Educator Observation System
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Johnson, Evelyn S.; Crawford, Angela R.; Moylan, Laura A.; Zheng, Yuzhu – Grantee Submission, 2018
The Evidence-Centered Design (ECD) framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers (RESET). Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is…
Descriptors: Evidence Based Practice, Special Education Teachers, Observation, Disabilities
Examining Interrater Agreement Analyses of a Pilot Special Education Observation Tool
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Johnson, Evelyn S.; Semmelroth, Carrie L. – Journal of Special Education Apprenticeship, 2012
This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different…
Descriptors: Interrater Reliability, Pilot Projects, Special Education, Special Education Teachers