The development of the Dealing with Challenging Interaction (DCI) method to evaluate teachers’ social interaction skills

Markus Talvio, Kirsti Lonka, Erkki Komulainen, Marjo Kuusela, Taru Lintunen

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

The Dealing with Challenging Interaction (DCI) method was developed to measure social interaction skills of teacher study
groups. The participants were 70 teachers from three schools. The inter-rater agreement, Cohen’s kappa, varied between 0.57-
1.00. The discriminant validity was supported by a cluster analysis differentiating between the skilful and less skilful teachers.
The results of the supplementary instrument were equivalent to the cluster analysis maintaining criterion oriented validity of the
method developed. The DCI appeared to be a reliable and valid tool for measuring teachers’ social interaction skills.
Originalspråkengelska
TidskriftProcedia : Social and Behavioral Sciences
Volym69
Sidor (från-till)621-630
Antal sidor10
ISSN1877-0428
DOI
StatusPublicerad - 2012
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik
  • 515 Psykologi

Citera det här

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abstract = "The Dealing with Challenging Interaction (DCI) method was developed to measure social interaction skills of teacher studygroups. The participants were 70 teachers from three schools. The inter-rater agreement, Cohen’s kappa, varied between 0.57-1.00. The discriminant validity was supported by a cluster analysis differentiating between the skilful and less skilful teachers.The results of the supplementary instrument were equivalent to the cluster analysis maintaining criterion oriented validity of themethod developed. The DCI appeared to be a reliable and valid tool for measuring teachers’ social interaction skills.",
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The development of the Dealing with Challenging Interaction (DCI) method to evaluate teachers’ social interaction skills. / Talvio, Markus; Lonka, Kirsti; Komulainen, Erkki; Kuusela, Marjo; Lintunen, Taru.

I: Procedia : Social and Behavioral Sciences, Vol. 69, 2012, s. 621-630.

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

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