Developing the Coach Analysis and Intervention System (CAIS): establishing validity and reliability of a computerised systematic observation instrument

We outline the evolution of a computerised systematic observation tool and describe the process for establishing the validity and reliability of this new instrument. The Coach Analysis and Interventions System (CAIS) has 23 primary behaviours related to physical behaviour, feedback/reinforcement, instruction, verbal/non-verbal, questioning and management. The instrument also analyses secondary coach behaviour related to performance states, recipient, timing, content and questioning/silence. The CAIS is a multi-dimensional and multi-level mechanism able to provide detailed and contextualised data about specific coaching behaviours occurring in complex and nuanced coaching interventions and environments that can be applied to both practice sessions and competition.     

Assistant principals in high-stakes accountability environments: The effects of job attributes and school characteristics

This study addressed the topic of job specifications and school characteristics since there is a shortage of quality AP applicants in high-stakes accountability environments. It is important to learn about allocation of duties from educational administrators with on-the-job experience as well as to learn why current APs would consider applying for other AP positions. The purpose of this study was to investigate the impact of job attributes (instruction, discipline), school level (elementary, middle, high), and school achievement (in-need-of-assistance, progressing, meets goal) on applicant’s rating of an AP position. This research study used an experimental design. A main effect for job attributes indicated that instruction was significantly higher than discipline when attracting assistant principals. Implications for practice and research are discussed.     

The roles of writing knowledge,motivation, strategic behaviors,and skills in predicting elementary students’ persuasive writing from source material

Reading and Writing - A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge,...     

The influence of citizen disaster communication on perceptions of neighborhood belonging and community resilience

The Citizen Disaster Communication Assessment (CDCA) measures individual disaster communication activities that are intended to help communities cope across all phases of a disaster. Using the CDCA, this study examined associations among citizen disaster communication, neighborhood belonging, and community resilience using three different samples representing different disaster phases (Pre-event, Event, Post-event). Results indicate that more citizen disaster communication was associated with stronger perceptions of neighborhood belonging and community resilience at the Event and Post-event phases. In terms of specific citizen disaster communication processes that proved important, communication to correct disaster rumors and share stories was associated with greater feelings of belonging. Communication intended to confirm disaster information and tell stories was associated with stronger community resilience perceptions. Overall, results (a) confirm that citizen disaster communication is an important part of the disaster response and recovery ecosystem and (b) offer evidence of concurrent validity for the CDCA.