The stability of student ratings of the class environment

Peter Marlow Nelson, Gordon Hall, Theodore J. Christ

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The present study used data for 30 classes across 10 middle and high school teachers to evaluate the stability of class-level ratings on the Responsive Environmental Assessment for Classroom Teaching across time. Teachers collected data on 2 occasions and students’ ratings (N = 806) were aggregated to the class-level. Classes were arranged into 2 groups on the basis of the latency between repeated administrations (Mgroups = 8.1 and 15.1 weeks). Correlations between class ratings were slightly larger among classes in the first group (range=. 73 to. 87) relative to the second group (range=.62 to. 75) which had a larger gap in time between data collections. Results provide evidence for the stability of students’ perceptions of the instructional environment when those ratings are interpreted at the level of a class and support ongoing work to establish norms and benchmarks to guide interpretation.

Original languageEnglish (US)
Pages (from-to)254-267
Number of pages14
JournalJournal of Applied School Psychology
Volume32
Issue number3
DOIs
StatePublished - Jul 15 2016

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rating
Students
Benchmarking
Teaching
student
Group
teacher
classroom
interpretation
School Teachers
school
evidence
time

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health

Cite this

Nelson, Peter Marlow ; Hall, Gordon ; Christ, Theodore J. / The stability of student ratings of the class environment. In: Journal of Applied School Psychology. 2016 ; Vol. 32, No. 3. pp. 254-267.
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The stability of student ratings of the class environment. / Nelson, Peter Marlow; Hall, Gordon; Christ, Theodore J.

In: Journal of Applied School Psychology, Vol. 32, No. 3, 15.07.2016, p. 254-267.

Research output: Contribution to journalArticle

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