Structural Validity of the Bullying Participant Behavior Questionnaire with an Elementary School Sample

2021 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Gary L. Canivez ◽  
Morgan Braun
Keyword(s):  
Elementary School ◽  
Structural Validity ◽  
School Sample ◽  
Participant Behavior

scholarly journals Adaptation and Validation of the Program Sustainability Assessment Tool (PSAT) for Use in the Elementary School Setting

2021 ◽  
Vol 18 (21) ◽  
pp. 11414
Author(s):  
Alix Hall ◽  
Adam Shoesmith ◽  
Rachel C. Shelton ◽  
Cassandra Lane ◽  
Luke Wolfenden ◽  
...  
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Elementary School ◽  
Convergent Validity ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Sustainability Assessment ◽  
School Setting ◽  
Program Sustainability ◽  
Structural Validity

There is a lack of valid and reliable measures of determinants of sustainability specific to public health interventions in the elementary school setting. This study aimed to adapt and evaluate the Program Sustainability Assessment Tool (PSAT) for use in this setting. An expert reference group adapted the PSAT to ensure face validity. Elementary school teachers participating in a multi-component implementation intervention to increase their scheduling of physical activity completed the adapted PSAT. Structural validity was assessed via confirmatory factor analysis. Convergent validity was assessed using linear mixed regression evaluating the associations between scheduling of physical activity and adapted PSAT scores. Cronbach’s alpha was used to evaluate internal consistency and intracluster correlation coefficients for interrater reliability. Floor and ceiling effects were also evaluated. Following adaptation and psychometric evaluation, the final measure contained 26 items. Domain Cronbach’s alpha ranged from 0.77 to 0.92. Only one domain illustrated acceptable interrater reliability. Evidence for structural validity was mixed and was lacking for convergent validity. There were no floor and ceiling effects. Efforts to adapt and validate the PSAT for the elementary school setting were mixed. Future work to develop and improve measures specific to public health program sustainment that are relevant and psychometrically robust for elementary school settings are needed.

Examining the validity of the Early Identification System – Student Version for screening in an elementary school sample

2022 ◽  
Vol 90 ◽  
pp. 114-134
Author(s):  
Wendy M. Reinke ◽  
Keith C. Herman ◽  
Francis Huang ◽  
Chynna McCall ◽  
Shannon Holmes ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Identification ◽  
Identification System ◽  
School Sample ◽  
Student Version

scholarly journals THE USAGE OF JARIMATIKA METHODS TO IMPROVE COUNTING SKILLS ABILITY FOR LOW-GRADE STUDENTS

2019 ◽  
Vol 10 (1) ◽  
pp. 10-17
Author(s):  
Ihsanudin Ihsanudin ◽  
Trian Pamungkas Alamsyah
Keyword(s):  
Elementary School ◽  
Sample Selection ◽  
Average Score ◽  
Homogeneity Test ◽  
Low Grade ◽  
Class Iii ◽  
Normality Test ◽  
School Sample ◽  
Post Test ◽  
Quasi Experimental

The purpose of this research is to find the usage of Jarimatika method in improving counting skills ability for low grade students on multiplication 6 to 10. The method used in this study is a quasi-experimental method. The sample of this study is grade III elementary school. Sample selection by purposive sampling. The study was conducted at SD Banjar Agung 4 Serang Regency with a population of all class III at the elementary school. Data was collected using several techniques of documentation, observation, tests and interviews. This study uses a prerequisite test that is normality test and homogeneity test using SPSS 19 program.The results of this study, there is an improvement in students’ counting skills on multiplication 6 to 10 which can be seen by increasing the average score of students in the post test and based on the calculation of the t test with a significant value of 0.343 (exceeded the value of 0.05) and students are more enthusiastic and not quickly forget the multiplication calculation. 

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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