文章名称：Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale – Teacher Form
文献引用：Reddy, Linda A., Dudek, Christopher M., Fabiano, Gregory A., & Peters, Stephanie. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale – Teacher Form. School Psychology Quarterly, Vol 30(4), 513-533. doi: https://dx.doi.org/10.1037/spq0000110
量表名称：Classroom Strategies Scales--Teacher Form
计分方式：The CSS-T contains 49 items rated on a 7-point Likert scale, and 10 items that use a yes/no format.
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量表维度：
Student Focused Learning & Engagement
Actively participates in new activities with students (e.g., takes a turn during "hands-on activities," does not sit separately at his/her desk)
Assigns students roles during lesson or learning activity
Assigns students a task or project to complete with a partner or small group (two or more
students)
Encourages students to participate in lessons or learning activities
Extends group discussions of key points and topics
Uses different questions and activities to accommodate student learning needs
Relates subject matter to everyday student experiences (e.g., a lesson on fractions might include a discussion of how the students divide a pizza)
Instructional Delivery
Changes tone of voice to emphasize key concepts and words
Uses multiple methods (e.g., writes on board, uses smart board, Internet or overhead projector) during lesson
Summarizes major concepts
Pauses to emphasize key concepts and words
Models to class how to use new concepts or skills
Introduces new learning activity or lesson before teaching it
Relates new concepts and lessons to previous learning
Promotes Student Thinking
Asks students to describe how they arrived at their answers
Asks students to summarize or repeat key points
Encourages students to perform a skill or answer a question independently
Asks students open ended questions.
Encourages students to ask questions and brainstorm ideas
Asks students to elaborate on their answers
Academic Performance Feedback
Acknowledges a student's positive contribution to the class activity or discussion
Is accessible to students for questions and assistance
Encourages students to check and correct their work
Acknowledges students' academic strengths
Checks students' completion of in-class assignments and homework
Provides feedback to students on their learning or understanding of key content areas
Praise
Increases frequency of praise when teaching new skills
Verbally praises or rewards students for following rules
Nonverbally praises students (e.g., smiles, nods, winks) for following rules
Uses positive consequences or rewards following appropriate behavior
Uses an enthusiastic tone of voice when issuing praise
Corrective Feedback
Uses a calm but firm tone of voice when redirecting student behavior
Provides corrective feedback to students
Uses physical prompts (e.g., touches student's desk or paper) to redirect student behavior
Moves closer to a student (i.e., - feet) to nonverbally prompt him/her
Provides specific corrective feedback to students privately
Uses nonverbal gestures to prompt appropriate student behavior (e.g., finger to lip for silence, finger to eye for eye contact, flips lights on and off)
Prevention Management
Reviews classroom rules or routines before a transition or new activity
Calls on quiet students with their hands raised
Encourages students struggling with peers or class assignments
Encourages students to set short-term behavioral goals (e.g., remain quiet for the presentation, walk single file for the fire drill)
Moves around the classroom while teaching
Directives/Transitions
Issues commands one or two steps at a time
Obtains the attention of students before giving an instruction
Instructions or commands are specific and issued as statements, not questions
Helps students transition from one task to another
Pauses before repeating directions or commands to students
Following a command or instruction, assesses for compliance or noncompliance
Implements consistent classroom routines and transitions for learning.
Learning materials/resources
Classroom Strategies Scale-Teacher Form CSS-T
Learning materials (e.g., pencils, rulers) and resources (e.g., Internet, encyclopedia, dictionary, books) to complete assignments are available to students.
Learning materials and areas in the classroom are labeled.
Classroom structure/organization
A procedure or routine exists for students to organize their desks, backpacks, or learning materials.
Student work, artwork, and accomplishments are displayed in the classroom.
Methods for tracking student academic and/or behavioral progress (e.g., homework tracking
chart, rule-following chart, sticker/star chart) are posted.
Tissues and hand sanitizers are available to students.
Classroom lesson or activity schedule is posted.
Assignments (e.g., homework, readings, tests) are clearly posted.
Classroom rules
9. Classroom rules are posted.
10 Classroom rules specify positive behaviors that students should do rather than not do.
