Abstract
This article describes the use and validation of the Pedagogical Practices Inventory, which uses student
perceptions arranged into five subscales to measure teacher activities concerning the regulation of
student learning in secondary education. To determine the reliability and validity of the instrument, an
inventory study (N = 2128) and a study in which observational data (N = 11) and inventory data (N = 201)
were combined, were carried out. Analysis of the inventory data showed internal subscale reliabilities
between .83 and .90, indicating consistency of the PPI subscale scores. Correlations between inventory
and observational data showed significant relations for three of the five subscales, indicating that the PPI
is suitable to tap teacher regulating activities in classroom contexts.
perceptions arranged into five subscales to measure teacher activities concerning the regulation of
student learning in secondary education. To determine the reliability and validity of the instrument, an
inventory study (N = 2128) and a study in which observational data (N = 11) and inventory data (N = 201)
were combined, were carried out. Analysis of the inventory data showed internal subscale reliabilities
between .83 and .90, indicating consistency of the PPI subscale scores. Correlations between inventory
and observational data showed significant relations for three of the five subscales, indicating that the PPI
is suitable to tap teacher regulating activities in classroom contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 206-213 |
| Number of pages | 7 |
| Journal | Studies in Educational Evaluation |
| Volume | 43 |
| DOIs | |
| Publication status | Published - 2014 |
Keywords
- Student perceptions
- Teacher regulating activities
- Inventory reliability and validity
- Secondary education