Teacher Rating Scales of Early Academic Competence (TRS-EAC): Adaptation to Turkish, Validity and Reliability
This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study .
- Pub. date: February 15, 2019
- Pages: 43-57
- 557 Downloads
- 799 Views
- 2 Citations
This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.
Keywords: Academic competence, early childhood, validity, reliability
References
Alpar R. (2014). Practical statistics and validity and reliability with examples from sports, health and educational sciences (Renewed 3th ed). Ankara: Detay Publishing.
Arli, M., & Nazik, H. (2001). Introduction to scientific research. Ankara: Gazi Bookstore.
Burton, A. W., & Rodgerson, R. W. (2001). New perspectives on the assessment of movement skills and motor abilities. Adapted Physical Activity Quarterly, 18(4), 347–365.
Buyukozturk, S. (2010). Data analysis handbook (4th ed.). Ankara: Pegem Academy Publishing.
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D. W., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229–1244.
Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How are motor skills linked to children’s school performance and academic achievement? Child Development Perspectives, 10(2), 93–98.
Can Yasar, M. (2009). A study on the effect of drama education on creative thinking skills of six-year-old preschool children (Unpublished doctoral dissertation). Ankara University, Ankara, Turkey.
Charlesworth, R., Lind, K. K., & Fleege, P. (2003). Math and science for young children (4th ed.). New York: Thomson-Delmar Learning.
Cleveland, L. M. (2017). Examining the relationship between gifted behavior rating scores and student academic performance (Unpublished doctoral dissertation). Concordia University, Portland, USA.
Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
Celik, M. (2012). The effect of 'big math for little kids' educational program on the mathematical development of children aged 61-72 months old (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
DiPerna, J. C., & Elliott, S. N. (1999). Development and validation of the academic competence evaluation scales. Journal of Psychoeducational Assessment, 17(3), 207 – 225.
DiPerna, J. C. (2004). Structural and concurrent validity evidence for the academic competence evaluation scales‐college edition. Journal of College Counseling, 7(1), 64-72.
Dogan, M. (2004). Teachers' thoughts about mathematics: comparison of Turkish and British students. Yuzuncu Yil University Journal of Education Faculty, 1(11), 1-14.
Dunn, A. (2016). Social emotional development's effect on academic achievement of children with special needs (Unpublished Certificate of Advanced Study Thesis). Sacred Heart University, Fairfield, CT.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . ., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 44(1), 1428-1446.
Ege, P., Acarlar, F., & Guleryuz, F (1998). The relationship between age and mean verbal length in Turkish acquisition. Turk Psikoloji Dergisi, 13(41), 19-33.
Girolametto, L., Weitzman, E., & Greenberg, J. (2012). Facilitating emergent literacy: Efficacy of a model that partners speechlanguage pathologists and educators. American Journal of Speech-Language Pathology, 21(1), 47–63.
Heyman, G. D. (2008). Children's critical thinking when learning from others. Current Directions in Psychological Science, 17(5), 344-347.
Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297 – 313.
Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14, 101-119.
Jordan, N. C., Kaplan, D., Olah, L. N., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153–175.
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867.
Kandir, A. Can Yasar, M., Yazici, E., Turkoglu, D. & Yaman Baydar, I. (2016). Mathematics in Early Childhood Education. Istanbul: Morpa Publishing.
Karasar, N. (2007). Scientific Research Method (17th Ed.). Ankara: Nobel Publishing.
Katz, I., & Assor, A. (2006). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442.
Katz, J., Onen, F., Demir, N., Uzlukaya, A., & Uludag, P. (1974). Peabody picture word test form B. Hacettepe Bulletin of Social Sciences and Humanities, 6(1-2), 129-140.
Kline, R. B. (2005). Principles and practice of structural equation modeling (3th Ed.). New York: Guilford Press.
Kokko, K., Tremblay, R. E., Lacourse, E., Nagin, D. S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16(3), 403-428.
Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24-31.
Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513–526.
Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: research–based rationale and practical strategies. Early Childhood Education Journal, 39(1), 29-37.
Mcgee, L. M., & Richgels, D. J. (2008). Literacy’s Beginnings (5th ed.). Boston: Pearson Allyn and Bacon.
McKee-Agostin, T., & Bain, S. K. (1997). Predicting early school success with developmental and social skills screeners. Psychology in the Schools, 34(3), 219-228.
McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40, 633-645.
Noel, M. P. (2005). Finger gnosia: A predictor of numerical abilities in children? Child Neuropsychology, 11(5), 413-430.
Normandeau, S., & Guay, F. (1998). Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control. Journal of Educational Psychology, 90, 111-121.
Pagani, L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46(5), 984-994.
Purpura, D. J. (2009). Informal number-related mathematics skills: An examination of the structure of and relations between these skills in preschool (Unpublished doctoral dissertation). Florida State University, Florida.
Purpura, J. D., Schmitt, A. S., & Ganley, M. C. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34. doi: 10.1016/j.jecp.2016.08.010
Reid, E. E., Diperna, J. C., Missal, K., & Volpe, R. J. (2014). Reliability and structural validity of the teacher rating scales of early academic competence, Psychology in the Schools, 51(6), 535-553.
Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166.
Schnobrich, K. M. (2009). The relationship between literacy readiness and auditory and visual perception in kindergarteners (Unpublished master of thesis). Miami University, Oxford.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947.
Sumer, N. (2000). Structural equation models: Basic concepts and sample applications. Turk Psikoloji Yazilari, 3(6), 49-74.
Senol, F. B. (2017). The effectiveness of drama teaching program on interacation and social information processes at preschool classrooms applying inclusive education (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey, Turkey.
Tavsancil, E. (2006). Measurement of attitudes and data analysis by SPSS (3th ed.). Ankara: Nobel Publishing.
Ulusoy, A. (2003). Learning. A. Ulusoy (Ed.), Development and learning (137-148). Ankara: Ani Publishing.
Uyanik, O., & Kandir, A. (2014). Adaptation of the Kaufman Survey of Early Academic and Language Skills to Turkish Children Aged 61 to 72 Months. Educational Sciences: Theory & Practice, 14(2), 669-692.
Ustun, E. (2007). Development of Literacy Skills of Preschool Children. Istanbul: Morpa Publishing.
Ustundag, T. (2003). Journey to creativity (2nd Ed.). Ankara: Pegem Academy Publishing.
Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J., (2008). Prosocial and antisocial behavior in preadolescence: Teachers' and parents' perceptions of the behavior of girls and boys. International Journal of Behavioral Development, 32(3), 243-251.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43–53.
Wentzel, K. R. (2003). Sociometric status and adjustment in middle school: A longitudinal study. Journal of Early Adolescence, 23(1), 5-28.
Wildová, R. (2014). Initial reading literacy development in current primary school practice, Procedia - Social and Behavioral Sciences, 159(23), 334-339
Wood, J. N., & Spelke, E. S. (2005). Infants’ enumeration of actions: Numerical discrimination and its signature limits. Developmental Science, 8(2), 173–181.
Yurdugul, H. (2005). Use of scope validity indexes for scope validity in scale development studies. XIV. National Educational Sciences Congress, Denizli.