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Direct linkJohnson, Evelyn S.; Crawford, Angela R.; Zheng, Yuzhu; Moylan, Laura A. – Educational Measurement: Issues and Practice, 2021
In this study, we compared the results of 27 special education teachers' evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank-ordering…
Descriptors: Special Education Teachers, Teacher Evaluation, Teacher Effectiveness, Evaluation Methods
Download full textJohnson, Evelyn S.; Crawford, Angela R.; Zheng, Yuzhu; Moylan, Laura A. – Grantee Submission, 2020
In this study, we compared the results of 27 special education teachers' evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank-ordering…
Descriptors: Special Education Teachers, Teacher Evaluation, Teacher Effectiveness, Evaluation Methods
Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Grantee Submission, 2020
In this study, we examined the scoring and generalizability assumptions of an Explicit Instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained…
Descriptors: Direct Instruction, Teacher Evaluation, Classroom Observation Techniques, Validity
Johnson, Evelyn S.; Zheng, Yuzhu; Moylan, Laura A.; Crawford, Angela – Grantee Submission, 2020
In this study, we investigated factors that influence raters' application of the scoring criteria of an Explicit Instruction (EI) observation protocol using many-faceted Rasch measurement (MFRM) and think aloud analysis. Specifically, we investigated the extent to which raters are able to consistently represent the scoring criteria in the EI…
Descriptors: Interrater Reliability, Teacher Evaluation, Special Education Teachers, Item Response Theory
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Journal of Learning Disabilities, 2021
In this study, we examined the relationship of special education teachers' performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data…
Descriptors: Special Education Teachers, Teacher Effectiveness, Teacher Evaluation, Direct Instruction
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Journal of Special Education, 2019
In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected.…
Descriptors: Direct Instruction, Teaching Methods, Scoring Rubrics, Special Education Teachers
Moylan, Laura A.; Johnson, Evelyn S.; Zheng, Yuzhu – Reading & Writing Quarterly, 2022
This study describes the development of a special education teacher observation protocol detailing the elements of effective decoding instruction. The psychometric properties of the protocol were investigated through many-facet Rasch measurement (MFRM). Video observations of classroom decoding instruction from 20 special education teachers across…
Descriptors: Decoding (Reading), Special Education Teachers, Psychometrics, Video Technology
Crawford, Angela R.; Johnson, Evelyn S.; Moylan, Laura A.; Zheng, Yuzhu – Assessment for Effective Intervention, 2019
This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels,…
Descriptors: Teacher Evaluation, Special Education Teachers, Scoring Rubrics, Observation
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Grantee Submission, 2020
In this study, we examined the relationship of special education teachers' performance on the RESET Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures…
Descriptors: Special Education Teachers, Teacher Effectiveness, Teacher Evaluation, Direct Instruction
Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Grantee Submission, 2018
In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected.…
Descriptors: Direct Instruction, Teaching Methods, Scoring Rubrics, Special Education Teachers
Crawford, Angela R.; Johnson, Evelyn S.; Moylan, Laura A.; Zheng, Yuzhu – Grantee Submission, 2018
This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of…
Descriptors: Teacher Evaluation, Special Education Teachers, Scoring Rubrics, Observation
Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu – Educational Measurement: Issues and Practice, 2018
The evidence-centered design framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers. Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is operationalized as the…
Descriptors: Evidence Based Practice, Special Education Teachers, Observation, Disabilities
Johnson, Evelyn S.; Crawford, Angela R.; Moylan, Laura A.; Zheng, Yuzhu – Grantee Submission, 2018
The Evidence-Centered Design (ECD) framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers (RESET). Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is…
Descriptors: Evidence Based Practice, Special Education Teachers, Observation, Disabilities
Crawford, Angela R.; Johnson, Evelyn S.; Moylan, Laura A.; Zheng, Yuzhu – Grantee Submission, 2018
This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of…
Descriptors: Special Education Teachers, Direct Instruction, Observation, Teaching Methods
