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Abstract

Recent reviews of the literature have indicated that the absence of a relationship between teacher behavior/classroom climate and student outcomes may be attributable to the unreliability of the measures used. This in turn may be due to measures which are poorly constructed and/or inappropriately applied. The present study describes an observation instrument designed to be applicable across teaching situations (both grade levels and educational strategies) and provides evidence regarding the efficiency and generalizability of this instrument. The dependability of the different scores yielded by the procedure is assessed via generalizability theory; recommendations concerning number and type of items needed for generalizable measures are suggested.

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References

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Generalizable Observation of the Teaching Process

Abstract

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