The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice

Abstract

Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices.

Keywords::

• adaptive practice
• classroom observation
• validation

Acknowledgments

None.

Financial Support

This research received no specific grant from any funding agency, commercial, or not-for-profit sectors.

Conflicts of Interest

None.

Ethical Standards

The authors assert that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional committees on human experimentation and with the Helsinki Declaration of 1975, as revised in 2008.