APEECAssessment of Practices in Early Elementary Classrooms
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In addition, continuity within the teaching day was rated as high (APEEC horizontal transition item mean 6.54, SD 0.71) with consistent provision for flexible change between learning activities.
Attention to diverse abilities was evidenced in uniformly high scores for participation of children with disabilities (APEEC mean 5.88, SD 0.35) and in provision for learning difficulties.
Graduated changes K-2 (Figure 7) included reductions in teaching materials and in room accessibility (APEEC item means of 7 to 5).
Assessment of practices in early elementary classrooms APEEC. New York: Teachers College Press.
To determine interrater agreement, the researchers practiced using the APEEC instrument in one teacher's classroom.
Because the samples in this study did not represent a normal distribution, the Mann-Whitney U test, a nonparametric statistical procedure, was used to determine differences between the two groups on the APEEC scores.
A comparison of the APEEC scores from the fall observations showed no significant differences between the two groups.
Using the APEEC categories as a priori codes (Creswell, 2007; Miles & Huberman, 1994), the interview transcriptions and classroom observation field notes were independently read and coded.
Results of this analysis illuminated more clearly how the two groups differed in the APEEC areas that were found to be statistically significant on the quantitative analysis.
The area of Social Skills on the APEEC included items related to teachers demonstrating positive social skills throughout the day, redirecting inappropriate behavior or reinforcing appropriate behavior, and encouraging positive social interactions among children.
During the spring, however, the classroom observations revealed that participants in the Teacher Fellows program performed better on several APEEC items.