The Construct Validity of Teachers' Perceptions of Change in Schools Implementing Comprehensive School Reform Models.

Abstract

�his study re�orts the results of a validation study of the Co��rehensive School Restructuring �eacher Questionnaire (CSR�Q�� and the School �bservation �easure (S����, which are intended for use in evaluating co��rehensive school refor� efforts. �he CSR�Q, which �utatively �easures five �actors related to school restructuring (internal �ocus, external support, school ca�acity, �edagogical change, and restructuring outco�es��, was ad�inistered to 2,511 teachers in 83 schools that received Co�prehensive School Refor� grants. �he S��, a high-inference observation instru�ent that �easures school-wide i��le�entation of various instructional �ractices, was ad�inistered eight to ten ti�es in each o� the 83 schools. Confir�atory �actor analysis su��orted the a �riori factor structure of the CSR�Q. Hierarchical linear �odeling analysis indicated that teacher �erce�tions of �edagogical change were significantly predictive o� aggregate SOM observations o� specific teaching practices, and that the SOM ite�s reliably distinguish between schools on 26 teaching �ractices. �ean �edagogical change scores were negatively related to traditional, teacher-centered �ractices, and �ositively related to the student-centered �ractices advanced by �ost CSR restructuring designs.

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