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Dependability and Reliability of the Direct Behavior Rating Classroom Management Forms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dependability and Reliability of the Direct Behavior Rating Classroom Management Forms./
Author:	Cassidy, Kaitlin Angela.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	70 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
Subject:	Problem solving. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29111278
ISBN:	9798438700425

Dependability and Reliability of the Direct Behavior Rating Classroom Management Forms.
Cassidy, Kaitlin Angela.

Dependability and Reliability of the Direct Behavior Rating Classroom Management Forms. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 70 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ph.D.)--Louisiana State University and Agricultural & Mechanical College, 2021.

This item must not be sold to any third party vendors.

Classroom management skills are evidence-based strategies used to maintain a positive and productive learning environment. Utilizing classroom management strategies has been proven effective; however, limited tools are available for assessing such skills and further assessment of the reliability and dependability of such measures is needed. The Direct Behavior Rating - Classroom Management (DBR-CM) forms are measures for assessing classroom management and come in three forms: external rater (DBR-CM ER), self-report (DBR-CM SR), and student rater (DBR-CM ST). This study extended on the information obtained from the Cassidy (2018) study that examined the DBR-CM ER form. The study evaluated the inter-observer agreement among the DBR-CM ER and DBR-CM SR forms. Additionally, this study examined the variance contributing to the classroom management ratings for both the DBR-CM SR and DBR-CM ER forms. A fully crossed analytic design (p x d x m) with two facets, day (d: observations) and method (m: rater type), and person (p: teachers) as the object of measurement was created. A follow-up decision (D) study was conducted to assess the number of 10 minute observations required to conduct a reliable rating with the DBR-CM SR and DBR-CM ER forms.

ISBN: 9798438700425Subjects--Topical Terms:

516855
Problem solving.

Dependability and Reliability of the Direct Behavior Rating Classroom Management Forms.
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520 $a Classroom management skills are evidence-based strategies used to maintain a positive and productive learning environment. Utilizing classroom management strategies has been proven effective; however, limited tools are available for assessing such skills and further assessment of the reliability and dependability of such measures is needed. The Direct Behavior Rating - Classroom Management (DBR-CM) forms are measures for assessing classroom management and come in three forms: external rater (DBR-CM ER), self-report (DBR-CM SR), and student rater (DBR-CM ST). This study extended on the information obtained from the Cassidy (2018) study that examined the DBR-CM ER form. The study evaluated the inter-observer agreement among the DBR-CM ER and DBR-CM SR forms. Additionally, this study examined the variance contributing to the classroom management ratings for both the DBR-CM SR and DBR-CM ER forms. A fully crossed analytic design (p x d x m) with two facets, day (d: observations) and method (m: rater type), and person (p: teachers) as the object of measurement was created. A follow-up decision (D) study was conducted to assess the number of 10 minute observations required to conduct a reliable rating with the DBR-CM SR and DBR-CM ER forms.
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