This study used a multistage mixed-methods analysis to assess the content-related validity (i.e., item validity, sampling validity) and construct-related validity (i.e., substantive validity, structural validity, outcome validity, generalizability) of a teaching evaluation form (TEF) by examining students’ perceptions of characteristics of effective college teachers. Participants were 912 undergraduate and graduate students (10.7% of student body) from various academic majors enrolled at a public university. A sequential mixed-methods analysis led to the development of the CARE-RESPECTED Model of Teaching Evaluation, which represented characteristics that students considered to reflect effective college teaching—comprising four meta-themes (c ommunicator, a dvocate, r esponsible, e mpowering) and nine themes (r esponsive, e nthusiast, s tudent centered, p rofessional, e xpert, c onnector, t ransmitter, e thical, and d irector). Three of the most prevalent themes were not represented by any of the TEF items; also, endorsement of most themes varied by student attribute (e.g., gender, age), calling into question the content- and construct-related validity of the TEF scores.

This study assessed the type and scope of services provided to families participating in early intervention programs and examined whether early intervention services were responsive to families' concerns. From 63 programs, 357 mothers responded to a printed questionnaire. Results indicated that (a) early intervention programs provided significantly higher levels of family services related to child information, family instructional activities, and systems engagement as compared to personal/family and resource assistance; (b) services were rated more favorably in home-based programs and center-based programs with home-based components than in programs with only center-based services; (c) the services families reported receiving were positively correlated with their ratings of the desirability of services; (d) families' needs for services were significantly higher than the level of services they reported currently receiving; and (e) the types of services families received depended in part on the location in which they resided. No significant relationships were found between characteristics of children and the types of services families received. However, the pattern of relationships between family characteristics and family services suggested that families with optimal patterns of family functioning were more likely to receive services than were families with indicators of risk or dysfunction.Perhaps the greatest change to have occurred in early intervention practice services over the past 20 years is the way that programs have conceptualized their relationships with parents and families. Parent and family involvement has long been considered critical to Address:

This study was conducted to describe the relationship between preservice elementary teachers' competency in science process skills and their attitudes toward science. The instrument selected to measure science process skills was the Test of Integrated Process Skills II (TIPSII). A revision of the Fennema-Sherman Mathematics Attitudes Scales (SAS) was used as a predictor of the subjects' attitudes toward science. The SAS consisted of six subscales also examined in the study. The hypothesis for the study stated that elementary preservice teachers who demonstrated a high competency in process skills would also indicate positive attitudes toward science. The data was collected while subjects were enrolled in an elementary math and science methods course during their first senior semester just before student teaching. Analysis of the data indicated a significant positive correlation between elementary preservice teachers' ability to perform science process skills and their attitudes toward science. Upon analyzing the data collected on the six subscales, a significant positive correlation was found between the TIPS II and the Confidence in Learning Science Scale and the Teacher Scale.

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A common understanding shared by parents and educators of students with disabilities is the students' tremendous need in the area of socialization. Having and maintaining friendships is an integral part of children's development. Often, students are ill prepared for the inclusion of schoolmates with and without disabilities. Consequently, a comprehensive school intervention model designed for the effective inclusion of all students should be planned. The purpose of this article is to share successful practices for the socialization of students with and without disabilities in the general education classroom. A model of inclusion conducive to establishing positive interactions and communication among students with and without disabilities is presented. Intervention strategies involving the relationship between two elementary school students and their schoolmates are used to demonstrate the effectiveness of the intervention.