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This paper reports on the development of an empirically valid and reliable assessment instrument that identifies areas of need in violence prevention skills within the student population. The completed instrument should allow a school district to choose a curriculum that aligns with their identified need at each developmentally-appropriate level (primary, intermediate, middle, and high school). A preliminary pool of 46 items was generated by two experts in school violence and reviewed by 52 graduate students who were practicing classroom teachers. A refined 43-item scale was administered to 311 classroom teachers. The overall sample was divided by grade level taught, and a one-way analysis of variance was performed to determine if there were significant differences among levels with respect to their mean scores on each of the seven developed scales. Results indicate that some degree of development adjustment is necessary for violence prevention curricula. The scale should be useful as a dependent measure or covariate in experimental studies and as a trait indicator for descriptive studies of school district violence. An appendix contains the content validity rating form. (Contains 3 tables and 27 references.) (SLD)

Descriptors: Elementary Secondary Education, Evaluation Methods, Prevention, Reliability, School Safety, Teachers, Test Construction, Validity, Violence











Autor: Melnick, Steven A.; Coyle, H. Elizabeth

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6087&id=ED441023







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