Teacher Observation of Classroom Adaptation—Checklist: Development and Factor Structure

By C. Koth, Catherine P. Bradshaw, P. Leaf. 2009

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e03e946ff5671ad281289e79ad55cb325cbfaeb7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Catherine P. Bradshaw
2. W. Reinke
3. K. Herman
4. Melissa Stormont
5. Lindsey M. O’Brennan
6. Mary M. Mitchell
7. P. Leaf
8. Lori L. Newcomer

In Education

1. W. Reinke
2. Mary M. Mitchell
3. K. Herman
4. Lindsey M. O’Brennan
5. Catherine P. Bradshaw
6. P. Leaf
7. Lori L. Newcomer
8. Kathleen R. King

Citations in the corpus

• Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program (2014, methodology): “96 (Koth et al., 2009).”
• The effectiveness of school-based bullying prevention programs: A systematic review (2014, unknown): “From a construct validity perspective, claims of program effects on bullying cannot be substantiated with the TOCA-C.”
• Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, methodology): “Teacher ratings of each student’s classroom behaviors were obtained using the Teacher Observation of Classroom Adaptation–Checklist (TOCA-C; Koth et al., 2009), a checklist version of the Teacher Observation of Classroom Adaptation–Revised (TOCA-R; Werthamer-Larsson, Kellam, & Wheeler, 1991).”