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Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
Peer reviewed
Direct linkJohnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Journal of Experimental Education, 2022
In this study, we examined the scoring and generalizability assumptions of an explicit instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained…
Descriptors: Direct Instruction, Teacher Education, Classroom Observation Techniques, Validity
Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
Download full textJohnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Grantee Submission, 2020
In this study, we examined the scoring and generalizability assumptions of an Explicit Instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained…
Descriptors: Direct Instruction, Teacher Evaluation, Classroom Observation Techniques, Validity
Johnson, Evelyn S.; Zheng, Yuzhu; Moylan, Laura A.; Crawford, Angela – Grantee Submission, 2020
In this study, we investigated factors that influence raters' application of the scoring criteria of an Explicit Instruction (EI) observation protocol using many-faceted Rasch measurement (MFRM) and think aloud analysis. Specifically, we investigated the extent to which raters are able to consistently represent the scoring criteria in the EI…
Descriptors: Interrater Reliability, Teacher Evaluation, Special Education Teachers, Item Response Theory
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Journal of Learning Disabilities, 2021
In this study, we examined the relationship of special education teachers' performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data…
Descriptors: Special Education Teachers, Teacher Effectiveness, Teacher Evaluation, Direct Instruction
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Grantee Submission, 2020
In this study, we examined the relationship of special education teachers' performance on the RESET Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures…
Descriptors: Special Education Teachers, Teacher Effectiveness, Teacher Evaluation, Direct Instruction
Crawford, Angela R.; Johnson, Evelyn S.; Moylan, Laura A.; Zheng, Yuzhu – Grantee Submission, 2018
This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of…
Descriptors: Special Education Teachers, Direct Instruction, Observation, Teaching Methods
