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Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness
ARTICLE

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TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teacher evaluation instruments frequently fail to support teacher growth and improvement—particularly in critical constructs surrounding pedagogical content knowledge that promote student growth and achievement. The current study details the development and validation of the Teacher Intentionality of Practice Scale (TIPS), an observational protocol designed to measure intentional teaching practices and provide support for teacher growth over time. Findings suggest that TIPS provides a valid and highly reliable research-based teacher observational instrument that also serves as a professional development model to help scaffold the growth and improvement of K-12 educators. This paper details the theoretical foundations of TIPS, reports reliability and validity measures (including both Exploratory and Confirmatory Factor Analyses), and discusses applications and implications of TIPS for teacher evaluation and professional development.

Citation

Marshall, J.C., Smart, J. & Alston, D.M. (2016). Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 159-168. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.05.007

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