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The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice

Published online by Cambridge University Press:  24 November 2016

Tony Loughland  and
Penny Vlies
Tony Loughland*
Affiliation:
School of Education, University of New South Wales, Sydney, Australia
Penny Vlies
Affiliation:
Sydney Catholic Schools Eastern Region Office, Daceyville, Australia
*
Address for correspondence: Dr Tony Loughland, Senior Lecturer, School of Education, University of New South Wales, Sydney NSW 2052, Australia. Email: tony.loughland@unsw.edu.au
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Abstract

Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices.

Keywords

adaptive practiceclassroom observationvalidation
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 33 , Issue 2 , December 2016 , pp. 163 - 177
Copyright
Copyright © Australian Psychological Society Ltd 2016 

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