Developing and Validating a New Classroom Climate Observation Assessment Tool

Abstract

The climate of school classrooms, shaped by a combination of teacher practices and peer processes, is an important determinant for children's psychosocial functioning and is a primary factor affecting bullying and victimization. Given that there are relatively few theoreticallygrounded and validated assessment tools designed to measure the social climate of classrooms, our research team developed an observation tool through participatory action research (PAR). This article details how the assessment tool was designed and preliminarily validated in 18 third-, fourth-, and fifth-grade classrooms in a large urban public school district. The goals of this study are to illustrate the feasibility of a PAR paradigm in measurement development, ascertain the psychometric properties of the assessment tool, and determine associations with different indices of classroom levels of relational and physical aggression. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptRecent research has shown that the social climate of classrooms can have a significant bearing on students' psychosocial functioning and adaptation during the elementary school years, including their social competence (Wilson, Pianta, & Stuhlman, 2007) ). In addition, an increasing number of bullying prevention programs have recognized the importance of the classroom climate and have developed classroom-based components to improve teacher responsiveness to interpersonal aggression and conflict situations among students (Doll, Song, & Siemers, 2004;Olweus & Limber, 1999). Despite the growing emphasis on enhancing classroom climate, there are few validated, theoretically grounded assessment tools that have been designed specifically to assess the social quality of classrooms and to ascertain actual mechanisms within these settings associated with student aggression. This article describes the development of a classroom-based observation tool that was designed to provide a brief index of classroom climate. We discuss the rationale behind its development (particularly as it relates to challenging urban classroom settings), its current psychometric properties, and its utility for aggression and bullying prevention programming and teacher training.Structured observations of student behaviors in the classroom are one of the most commonly used assessment methods by school-based practitioners (Shapiro & Heick, 2004). However, current observational practice has several limitations. First, professionals tend to rely upon informal and anecdotal observations as opposed to using systematic observational systems with predefined target behaviors (Volpe, DiPerna, Hintze, & Shapiro, 2005). Second, many classroom-based observation systems are often helpful in planning and monitoring the treatment of specific at-risk children (Volpe et al., 2005), but they do not generally provide information about the overall classroom environment, how teachers relate to their students, or the quality of the teaching and learning environment. The classroom observatio...

Development and construct validity of the Classroom Strategies Scale-Observer Form.

“…Likewise, the BMS preferred model (correlated factors) was compared with the alternative model of Corrective Feedback independent (uncorrelated) to the Prevention Management factor. The BMS alternative model is supported by theory and research that views corrective feedback as a nonpreventive (reactive) method used hy teachers to manage inappropriate behaviors in the classroom (e.g., Leff et al, 2011;Sugai & Homer, 2007). As shown on Table 7, the IS preferred model (correlated) was compared with the alternative model of Instructional Delivery independent (uncorrelated) to the three factors of Academic Engagement and Student Focused Learning, Promotes Student Thinking, and Academic Performance Feedback.…”

Individual and Contextual Factors for Bullying and Peer Victimization: Implications for Prevention

“…Leff et al (2011) argue that measures of the classroom environment, coupled with an assessment of student noncompliant behaviors, could help determine whether classroom-based prevention initatives are successful in changing aspects of school climate that foster or exacebate bullying and peer aggression. In addition, schools can utilize community partnerships in order to implement and evaluate the best evidence-based approach for their particular school.…”

“…The discrepancies in reports of school safety, belonging, and exposure to bullying between school staff and students reported by Waasdorp et al (2011) emphasize the need for accurate measurement, and the value of obtaining data from multiple reporters. Furthermore, Leff et al (2011) highlight the value of observational approaches in providing objective measures of student behaviors, teacher behaviors, and school climate.…”

“…For example, Waasdorp, Pas, O'Brennan, and Bradshaw (2011) utilize the term indirect victimization to account for victimization experiences such as rumor spreading and stealing, while others (e.g., Green, Dunn, Johnson, & Molnar, 2011;Johnson et al, 2011) utilize the term nonphysical bullying to account for similar behaviors (i.e., teasing, electronic bullying, rumors, unwanted sexual comments or gestures, stealing). In addition, the forms of bullying and peer victimization experiences examined across the five empirical articles include cyberbullying (i.e., sending mean emails, text messages, or posting something about youth on the Internet; Green et al, 2011;Johnson et al, 2011;Waasdorp et al, 2011), teasing or spreading rumors (Gendron, Williams, & Guerra, 2011;Green et al;Johnson et al;Waasdorp et al), and shoving or pushing (Gendron et al, 2011;Leff et al, 2011).…”

How to Ensure Ethicality of Action Research in the Classroom?

“…Coll, Zegwaard, & Lay, 2001;Coulter, 2002;Jordan & Le Metais, 1997;Siegel, 2005). Primary school children have been studied with participative action research internationally for example by focusing on the development of classroom atmosphere and research on pupils' well-being (Kellock, 2011;Leff et al, 2011). Mohd et al (2010) have implemented collaborative action research to affect marginalized children's mathematics learning.…”