Implementation and Child Effects of Teaching Practices in Follow Through Classrooms

Stallings, Jane

doi:10.2307/1165828

Cited by 177 publications

(84 citation statements)

References 14 publications

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“…Observation of the dependent variable alone will allow unambiguous conclusions about changes in the target behavior, but it will not allow conclusions about the source of those changes (Billingsley, White, & Munson, 1980 (Milby, 1970;Reisinger, 1972;and Kazdin, 1973, respectively), but no such rigor is applied to the same behaviors when they appear as antecedents or consequences to the target behavior, as independent variables (Strain, Shores, & Timm, 1977;Dorsey, Iwata, Ong, & McSween, 1980;and Hasazi & Hasazi, 1972, respectively Romanczyk et al, 1973). Finally, Hersen (1981) (Reid, 1970 Stallings, 1975), noted that many of Stallings' findings would be uninterpretable without the examination of the actual (not the planned) application of the independent variable. There are many other related research areas in which investigators have urged the definition and assessment of the independent variable, including a review of interventions on children's problem solving (Urbain & Kendall, 1980) and children's psychotherapy (Hartmann, Roper, & Gelfand, 1977), behavior therapy with psychotic adults (Paul & Lentz, 1977), pharmacotherapy (Becker & Schuckit, 1978) and psychotherapy with depressed adults (Rounsaville, Weissman, & Prusoff, 1981).…”

Section: Methodological Statements On Independent Variable Accuracymentioning

confidence: 99%

The Integrity of Independent Variables in Behavior Analysis

Peterson

Homer

Wonderlich

1982

J of App Behav Analysis

390

321

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Establishing a functional relationship between the independent and the dependent variable is the primary focus of applied behavior analysis. Accurate and reliable description and observation of both the independent and dependent variables are necessary to achieve this goal. Although considerable attention has been focused on ensuring the integrity of the dependent variable in the operant literature, similar effort has not been directed at ensuring the integrity of the independent variable. Inaccurate descriptions of the application of the independent variable may threaten the reliability and validity of operant research data. A survey of articles in the Journal of Applied Behavior Analysis demonstrated that the majority of articles published do not use any assessment of the actual occurrence of the independent variable and a sizable minority do not provide operational definitions of the independent variable. The feasibility and utility of ensuring the integrity of the independent variable is described.

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Section: Methodological Statements On Independent Variable Accuracymentioning

confidence: 99%

The Integrity of Independent Variables in Behavior Analysis

Peterson

Homer

Wonderlich

1982

J of App Behav Analysis

390

321

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“…In terms of observational methods, approaches typically focused on specific teacher behaviors (Cochran-Smith & Lytle, 1990;Smith, Waller, & Waller, 1982), for example, using frequency counts to evaluate how the quantity of teaching related to the amount students learned (Brophy, 1986). Other examples include work by Borg (1979) and Good, Grouws, and Beckerman (1978) examining associations between achievement and the number of pages in a curriculum presented to students; studies focused on teachers' time allocation (Brophy & Evertson, 1976;Fisher et al, 1980;Stallings, 1975); and studies of classroom management behaviors (Brophy & Evertson, 1976;Coker, Medley, & Soar, 1980;Good & Grouws, 1979). Brophy and Good (1986), whose work has been extremely influential in shaping the field's views of effective teaching, present a thorough review of process-product research in their landmark volume.…”

Section: Observing Interactions In Classroomsan Overviewmentioning

confidence: 99%

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Pianta

Hamre

2009

Educational Researcher

1,035

670

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The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.

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“…Kurz 2003; not used in the current study 138. Stallings 1975139. Stallings, Needles, and Stayrook, 1979Stallings 1985, 1986140.…”

Section: Instruments Of the Study And Their Usementioning

confidence: 99%