Semester of Graduation
Master of Arts (MA)
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.
Cassidy, Kaitlin Angela, "The Impact of Observation Duration on the Dependability of the Direct Behavior Rating- Classroom Management External Rater Form (DBR- CM ER)" (2018). LSU Master's Theses. 4662.