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NCJ Number: 250858 Find in a Library
Title: Multilevel Factor Structure, Concurrent Validity, and Test-Retest Reliability of the High School Teacher Version of the Authoritative School Climate Survey
Journal: Journal of Psychoeducational Assessment  Volume:34  Issue:6  Dated:September 2016  Pages:536-549
Author(s): F. L. Huang; D. G. Cornell
Date Published: September 2016
Page Count: 14
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2012-JF-FX-0062
Document: HTML
Type: Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical); Test/Measurement
Format: Article; Document (Online)
Language: English
Country: United States of America
Annotation: Although school climate has long been recognized as an important factor in the school improvement process, there are few psychometrically supported measures based on teacher perspectives, so the current study replicated and extended the factor structure, concurrent validity, and test–retest reliability of the teacher version of the Authoritative School Climate Survey (ASCS) using a statewide sample of high school teachers.
Abstract: Multilevel confirmatory factor analyses based on surveys completed by 12,808 high school teachers from 302 schools found that factors of disciplinary structure and student support were associated to varying degrees with the teacher reports of the prevalence of student teasing and bullying and student engagement. These findings provide some empirical support for the use of the teacher version of the ASCS in high schools. 54 references (Publisher abstract modified)
Main Term(s): Juvenile Risk Factors
Index Term(s): Instrument validation; Office of Juvenile Justice and Delinquency Prevention (OJJDP); OJJDP grant-related documents; school climate; School maladjustment; Testing and measurement
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