Construct Validation of the Behavior and Instructional Management Scale.

By Nancy Martin, Daniel A. Sass. 2010

208 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2665e594437ceff93edf1296f8d1bbfaf4aeee91

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. (2012, methodology): “A copy of the BIMS inventory and permission of its use was received from the original author of the instrument (Martin & Sass, 2010).”
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. (2016, background): “It is this broader concept that Martin and her colleagues focused on in developing the Behaviour and Instructional Management Survey, aimed at measuring teachers' perceptions of their approaches to classroom management - both behaviour management and instructional management (Martin & Sass, 2010).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, unknown): “While the literature often employs the terms classroom management, behaviour management and discipline interchangeably, here we use the umbrella term “classroom management” to include teacher strategies that oversee student behaviour, student interactions and learning (Martin & Sass, 2010).”
Testing Measurement Invariance and Comparing Latent Factor Means Within a Confirmatory Factor Analysis Framework (2011, methodology): “While the BIMS has not been tested for MI, other psychometric evidence was promising (Martin & Sass, 2010).”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “…procedures, and routines; providing positive reinforcement; using reprimands; arranging physical space; and promoting self-regulation (e.g., Hui, Kennedy & Cheung, 2006; Jones & Jones, 2012; Martin & Sass, 2010; Reddy, Fabiano, Barbarasch, & Dudek, 2012; Reddy, Newman, & Verdesco, 2016).”
Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave (2012, background): “Sass (2011) and Martin and Sass (2010) found strong evidence for factorial validity.”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…behaviors that increase students’ confidence, and adopt proactive approaches to managing student-teacher conflict (Andreou & Rapti, 2010; Hoy & Woolfolk, 1990; Martin & Sass, 2010; Morris-Rothschild & Brassard, 2006; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011; Wertheim & Leyser, 2002).”