The development and psychometric testing of a systematic observation instrument to study teacher effectiveness in the reading classroom

Abstract

The stiffness matrix of a general planar six degrees of freedom curved beam element was derived utilizing Castigliano's second theorem. The theorem was also employed in the derivation of the equivalent loads due to uniformly distributed applied loads. The arch shape was defined by the parabolic equation in global coordinates. Through coordinate transformation, the element equation in local coordinates was obtained. The general curved beam stiffness matrix was then reduced to be the parabolic curved beam stiffness matrix. A finite element computer program was written utilizing this parabolic beam element, and the Gauss-Legendre quadrature was employed as the numerical integration technique. Example problems were solved utilizing the parabolic curved beam formulation. These solutions were compared to those obtained by simulating the parabolic arch as a series of straight beam elements. Results showed that the curved beam element was more economical and more reliable than the straight beam element. This study involved the development and testing of the Group Reading Interaction Pattern Observation Instrument (GRIP) designed to record teacher and pupil interactions in the reading classroom for the purpose of delineating verbal process behaviors and patterns of behaviors that enhance pupil achievement. The conceptualization and development of GRIP was derived from a review of both the process-product research literature and the existing observation instruments. Preliminary validity data was gathered during a pilot study when observers were asked to complete a questionnaire related to the frequency of use, ambiguity, and mutual exclusivity of each subcategory. GRIP was modified accordingly.Further validation occurred when seven jurors responded to a questionnaire that attempted to capture aspects of face, content, and construct validity. Results suggested that GRIP was useful for the purpose that it was intended. Criterion-related validity calculations showed that average coefficients were above the a priori set level of minimum acceptable ability during training but decreased significantly when retested on a total reading lesson script one month following training. ...