Search results for: Validity
Page 2/3 24 items
The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles.
Updated: Mar. 07, 2012
The present study examines two of instruments reporting learning/cognitive style with school pupils in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about the usefulness of these instruments in these contexts are explored.
Updated: Apr. 14, 2011
Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study
The study was conducted to evaluate the consequential validity of the instrument Samples of Teaching Performance (STP). The participants in the study were 20 supervisors and 62 student teachers from three elementary and five secondary teacher preparation programs in Chile. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process.
Updated: Mar. 22, 2011
The current paper describes the development and validation of the Student Tool for Technology Literacy (ST2L).The ST2L was designed to be a flexible tool for the assessment of student technology literacy in order to support the integration of technology into the curriculum and students' daily learning experiences. ST2L was found to be a sound assessment tool for the intended purpose of low-stakes assessment of technology literacy.
Updated: Mar. 09, 2011
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The article also reports the second major data collection effort involving 224 preservice teachers in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system.
Updated: Jun. 13, 2010
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This article addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The article describes survey development process and results from a pilot study on 124 preservice teachers.
Updated: Mar. 02, 2010
Teachers' Perception of the New Teacher Evaluation Policy: A Validity Study of the Policy Characteristics Scale
Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, the authors describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. Implications for policy makers and school leaders are discussed.
Updated: Dec. 16, 2009
In this study, the authors used confirmatory factor analysis to verify construct validity for the Teachers’ Attitudes Toward Computers (TAC) Questionnaire. This questionnaire is an instrument created from 32 well-validated scales, as a more parsimonious questionnaire covering areas assessed by previously existing instruments in the field. The authors to conclude that the TAC is a well-validated, reliable instrument for teachers’ self-appraisal of their attitudes toward computers.
Updated: Jun. 25, 2009
Educational Technology Standards Scale (ETSS): A Study of Reliability and Validity for Turkish Preservice Teachers
The purpose of this study is to develop a scale, the Educational Technology Standards Scale (ETSS), to determine how effectively and appropriately preservice teachers use educational technologies. 460 seniorclass preservice teachers (189 male and 271 female) from six departments in the Education Faculty of Selçuk University in Turkey participated in this scale-development study in the academic year of 2005–2006. Analysis of the findings reveals that the scale (at the national level) helps universities in Turkey evaluate themselves for their education about educational technologies.
Updated: Jun. 25, 2009
Many educators may be apprehensive about instigating intellectual conflict among students because of the lack of operational procedures to guide them. Constructive controversy is an instructional procedure that is designed to create intellectual conflict among students. The authors of this paper summarize the theory underlying constructive controversy. They also review the results of their meta-analysis of the validating research.
Updated: Apr. 06, 2009