Five Methods to Score the Teacher Observation of Classroom Adaptation Checklist and to Examine Group Differences

Wang, Ze; Rohrer, David; Chuang, Chi-Ching; Fujiki, Mayo; Herman, Keith C.; Reinke, Wendy M.

doi:10.1080/00220973.2013.876230

Cited by 10 publications

(11 citation statements)

References 40 publications

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“…Unlike some constructs that perform better at the student level (e.g., cognitive engagement, see Konold et al, 2014) or only make sense at the school level (e.g., racial diversity), the overall Aggressive Attitudes scale can be used at both levels as shown by good model fit at either level. Because the factor structure of a construct affects the use and interpretation of scale scores (Wang et al, 2015), our findings support the use of an overall summed score to represent the Aggressive Attitudes scale at both the student and at the school level.…”

Section: Discussionsupporting

confidence: 62%

Aggressive Attitudes in Middle Schools

2014

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Student attitudes toward aggression have been linked to individual aggressive behavior, but the relationship between school-wide normative beliefs about aggression and aggressive behavior poses some important measurement challenges that have not been adequately examined. The current study investigated the factor structure, measurement invariance, and criterion-related validity of a six-item Aggressive Attitudes scale using a large sample of seventh- and eighth-grade students (n = 39,364) from 423 schools. Analytic procedures accounted for the frequently ignored modeling problems of clustered and ordinal data to provide more reliable and accurate model estimates and standard errors. The resulting second-order factor structure of the Aggressive Attitudes scale demonstrated measurement invariance across gender, grade, and race/ethnicity groups. Criterion-related validity was supported with eight student- and school-level indices of aggressive behavior.

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Section: Discussionsupporting

confidence: 62%

Aggressive Attitudes in Middle Schools

2014

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“…However, this robust chi-square difference is susceptible to sample size, just as the absolute chi-square tests are. For more information on and an example of how different estimation methods affect measurement invariance testing and substantive research hypothesis testing, see Wang et al (2014).…”

Section: Resultsmentioning

confidence: 99%

Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory.

Wang¹,

Bergin²,

Bergin³

2014

School Psychology Quarterly

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130

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Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade.

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“…Teachers responded to each question using a 6-point Likert scale (1 = never to 6 = almost always ). TOCA-C had accumulated strong evidence in terms of validity and reliability (Koth et al, 2009; Wang et al, 2015). Teachers in the study completed TOCA-C before and after the implementation of IY-TCM.…”

Section: Methodsmentioning

confidence: 99%

Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors.

Chuang¹,

Reinke²,

Herman³

2020

School Psychology

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The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children’s aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district. Teachers were randomly assigned to receive IY TCM or to a wait-list comparison group. The hypotheses were that baseline levels of aggression would moderate the relationship between intervention status and outcomes. Findings indicated the hypothesized moderation effect on several outcome variables; specifically, children with baseline aggression problems who were in IY TCM classrooms had significantly improved math achievement, emotional regulation, prosocial behaviors, and observed aggression in comparison to similar peers in the control classrooms. Implications for practice and future research based on the findings are discussed.

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Five Methods to Score the Teacher Observation of Classroom Adaptation Checklist and to Examine Group Differences

Cited by 10 publications

References 40 publications

Aggressive Attitudes in Middle Schools

Aggressive Attitudes in Middle Schools

Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory.

Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors.

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