Accuracy of Teacher Reports: Reports and Observations of Specific Classroom Behaviors

Newfield, John W.

doi:10.1080/00220671.1980.10885287

Cited by 19 publications

(14 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding is not only inconsistent with the classroom observations described above but also with end of coaching feedback provided by teachers in intervention schools where they described important changes in their relationships with students. Although many intervention studies in the US find consistency across teacher reported EBP use and classroom observations (Koziol, Stephen, & Burns, 1986; Raver et al, 2008), others do not (Carlson, Tiret, Bender, & Benson, 2014; Newfield, 1980). It is possible that the TSQ definitions of EBPs were not familiar to Ugandan teachers; therefore, teachers’ self-report of use of EBPs might be less accurate before the training.…”

Section: Discussionmentioning

confidence: 99%

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

et al. 2017

View full text Add to dashboard Cite

Children in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions (EBIs) are not available in SSA. This study investigated the implementation quality and effectiveness of one component of an EBI from a developed country (United States) to a SSA country (Uganda). The EBI component, Professional Development, was provided by trained Ugandan mental health workers to Ugandan primary school teachers. It included large group experiential training and small group coaching to introduce and support a range of evidence-based practices (EBPs) to create nurturing and predictable classroom experiences. The study was guided by the Consolidated Framework for Implementation Research, the Teacher Training Implementation Model and the RE-AIM evaluation framework. Effectiveness outcomes were studied using a cluster randomized design, in which 10 schools were randomized to intervention and wait-list control conditions. A total of 79 early childhood teachers participated. Teacher knowledge and use of evidence-based practices (EBPs) were assessed at baseline and immediately post-intervention (4–5 months later). A sample of 154 parents was randomly selected to report on child behavior at baseline and post-intervention. Linear mixed effect modeling was applied to examine effectiveness outcomes. Findings support the feasibility of training Ugandan mental health professionals to provide Professional Development for Ugandan teachers. Professional Development was delivered with high levels of fidelity and resulted in improved teacher EBP knowledge and use of EBPs in the classroom, and child social competence.

show abstract

Section: Discussionmentioning

confidence: 99%

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Studies most often relied on teacher report (49%) and self-report (23%) as sources of dependent measures (Wilson et al, 2003). Unfortunately, teacher report of their classroom behaviors and results obtained from observation of actual classroom practices often disagree (Newfield, 1980). This study investigates the routine use of a schoolwide classroom management program and its relationship to student social and academic outcomes.…”

Section: Please Scroll Down For Articlementioning

confidence: 97%

Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

Burke

Oats

Ringle

et al. 2011

Journal of Education for Students Placed at Risk (JESPAR)

View full text Add to dashboard Cite

“…Even though preferences are typically assessed through self-report, there may be questions about whether self-report is a valid indicator of actual behaviour. Specifically to determine the accuracy of self-report, Newfield (1980) documented that the majority of teachers' self-reports of specific behavior was significantly correlated with observations of that behavior. He attributed the number of positive findings to the specificity of a relatively large number of items to be rated in a short period of time.…”

Section: Educator Preferences Of Accommodations For Students With Attmentioning

confidence: 99%

Educator Preferences of Accommodations for Students with Attention Deficit Hyperactivity Disorder

Zentall

Stormont-Spurgin

1995

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

The purpose of this study was to assess the accommodation practices and preferences of general, special, and resource educators for working with students with AD/HD. Participants included 129 teachers representing 10 schools. Findings indicated that full-time special educators tried and succeeded with more accommodations than general educators, who in turn were more successful and less resistant than part-time teachers (e.g., specials). Secondary more than elementary teachers felt successful with techniques related to student independence. We discuss the educational implications of our findings for professionals who provide inservice tiaining.

show abstract

Accuracy of Teacher Reports: Reports and Observations of Specific Classroom Behaviors

Cited by 19 publications

References 3 publications

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

Educator Preferences of Accommodations for Students with Attention Deficit Hyperactivity Disorder

Contact Info

Product

Resources

About