%0 Journal Article
%T Developing an Explicit Instruction Special Education Teacher Observation Rubric
%A Angela R. Crawford
%A Evelyn S. Johnson
%A Laura A. Moylan
%A Yuzhu Zheng
%J The Journal of Special Education
%@ 1538-4764
%D 2019
%R 10.1177/0022466918796224
%X In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric and assigned scores of ˇ°implemented,ˇ± ˇ°partially implemented,ˇ± or ˇ°not implementedˇ± for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed
%K special education teacher evaluation
%K explicit instruction
%K observation systems
%K many-facet Rasch measurement
%U https://journals.sagepub.com/doi/full/10.1177/0022466918796224