Lekwa Adam J, Reddy Linda A, Shernoff Elisa S
Graduate School of Applied and Professional Psychology, Rutgers, the State University of New Jersey.
Sch Psychol Q. 2019 Jan;34(1):109-118. doi: 10.1037/spq0000268. Epub 2018 Jul 5.
We examined the convergent validity of observer ratings of teachers' use of evidence-based instructional and behavior management practices using the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014) with student academic engagement as measured by the Cooperative Learning Observational Code for Kids (CLOCK; Volpe & DiPerna, 2010). This study was conducted with a sample of 107 teachers and 2,000 students in 11 urban elementary schools serving students in a community with high concentrations of poverty. Correlational and multiple linear regression analyses examined whether CSAS instructional and behavior management scores predicted classwide academic engagement. Results provide initial evidence of the relationship between observer ratings of teacher practices and student engagement. Specifically, CSAS scores indicating higher quality instruction and behavior management were associated with higher student engagement. Multiple linear regression revealed that instructional practice scores (as measured by the CSAS) uniquely predicted student academic engagement (i.e., attention and participation during instruction) while behavior management practice scores did not. Implications for future research and practice are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
我们使用课堂策略评估系统（CSAS；雷迪和杜德克，2014年）检验了观察者对教师使用循证教学和行为管理实践的评分的收敛效度，同时以儿童合作学习观察代码（CLOCK；沃尔普和迪佩尔纳，2010年）衡量学生的学业参与度。本研究以11所城市小学的107名教师和2000名学生为样本，这些学校服务于一个贫困集中度高的社区中的学生。相关分析和多元线性回归分析检验了CSAS教学和行为管理得分是否能预测全班级的学业参与度。结果为教师实践的观察者评分与学生参与度之间的关系提供了初步证据。具体而言，表明更高质量教学和行为管理的CSAS得分与更高的学生参与度相关。多元线性回归显示，教学实践得分（由CSAS衡量）能独特地预测学生的学业参与度（即教学期间的注意力和参与度），而行为管理实践得分则不能。本文讨论了对未来研究和实践的启示。（PsycINFO数据库记录（c）2019美国心理学会，保留所有权利）
