The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation
The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation
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文化响应式课堂管理自我效能感量表：开发和初步验证
DOI：
10.1177/0042085915602534
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发表时间：
2017
期刊：
影响因子：
2.3
通讯作者：
C. Lewis
中科院分区：
文献类型：
--
作者：
K. Siwatu;S. Putman;Tehia V. Starker;C. Lewis
本文报告了文化响应式课堂管理自我效能感量表的开发和初步验证。来自 380 名职前和在职教师的数据被用来检查该仪器的心理测量特性。探索性因素分析结果表明，单因素结构由 35 个项目组成，且该指标的得分高度可靠。通过两种现有的教师自我效能感测量获得了结构效度的证据。相关分析的结果表明，研究团队开发的工具确实在衡量自我效能信念。讨论了对教师教育和研究的影响。
This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed.
美国高中生学校纪律中的种族、民族和性别差异：1991-2005 年。
DOI：
--
发表时间：
2008
期刊：
The Negro educational review
影响因子：
--
作者：
Wallace,JohnM;Goodkind,Sara;Wallace,CynthiaM;Bachman,JeraldG
通讯作者：
Bachman,JeraldG