Semester of Graduation

Spring 2018

Degree

Master of Arts (MA)

Department

Psychology (School)

Document Type

Thesis

Abstract

Classroom management skills are evidence-based strategies used to maintain a productive learning environment. The Direct Behavior Rating – Classroom Management: External Rater Form (DBR-CM ER) is an indicator for assessing classroom management. 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. Calculating inter observer agreement (IOA) assesses evidence for inter-rater reliability and IOA results were about 87%. Additionally, the study evaluated the variance contributing to the ratings produced by the DBR-CM ER. A fully crossed analytic design (p x d x t) with two facets, day (d: observations) and time (t: the time blocks), and the object of measurement, person (p: teachers) was created. Teachers (p) were identified as the greatest source of variance, with teachers (p) by day (d) the second greatest source of variance. A follow-up decision (D) study was conducted to assess the length of observations, as well as the amount of observations required to conduct a reliable rating with the DBR-CM ER. To produce a reliable and dependable rating, an observer must conduct at least four observations, where each observation is at least 10 minutes in length.

Date

3-29-2018

Committee Chair

Gresham, Frank

DOI

10.31390/gradschool_theses.4662

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