has shown that student autonomy is hard to engender within classrooms and schools, but important to engaging students (Hafen et al., 2012; Peoples, Abbott, & Flanagan, 2015a, 2015b). Table 4 below is a specific example of the item hierarchy from the discipline environment domain. Foundational to a positive discipline environment is the perception that school staff are fair, supportive and consistent in applying school rules related to discipline. Items such as, rules are fair for all students” that measure this basic environment were, as expected, “School easier for students to endorse than items that provide students with a voice in school rules (e.g., have voice in deciding school rules.”) or holding them responsible for their “Student actions (e.g., give students a chance to explain their behavior when they do something “Teachers wrong.”) This ordered pattern of discipline item difficulties confirms developers’ a priori expectations thereby supporting the domain’s substantive validity. 4. Item hierarchy of Discipline Environment items Item Item Prompt Item Difficulty code Administered (logits) 5, 8, 10 Students have a voice in deciding school rules 2.20 DIS_7 10 Teachers give students a chance to explain 1.38 behavior when they do something wrong 8 In school, students how to control their 0.80 behavior. DIS_6 10 The consequence for inappropriate behavior are 0.46 enforced fairly DIS_2 5 School rules are fair for all students 0.23 DIS_4 8 School staff are consistent when enforcing rules -0.23 in school DIS_3 5 Adults at my school (for example, my school -0.67 nurse, my teachers, or my principal) talk with students to help us know how to behave well.
has shown that student autonomy is hard to engender within classrooms and schools, but important to engaging students (Hafen et al., 2012; Peoples, Abbott, & Flanagan, 2015a, 2015b). Table 4 below is a specific example of the item hierarchy from the discipline environment domain. Foundational to a positive discipline environment is the perception that school staff are fair, supportive and consistent in applying school rules related to discipline. Items such as, “School rules are fair for all students” that measure this basic environment were, as expected, easier for students to endorse than items that provide students with a voice in school rules (e.g., “Student have voice in deciding school rules.”) or holding them responsible for their actions (e.g., “Teachers give students a chance to explain their behavior when they do something wrong.”) This ordered pattern of discipline item difficulties confirms developers’ a priori expectations thereby supporting the domain’s substantive validity. 4. Item hierarchy of Discipline Environment items Item code Administered Item Prompt Item Difficulty (logits) 5, 8, 10 Students have a voice in deciding school rules 2.20 DIS_7 10 Teachers give students a chance to explain behavior when they do something wrong 1.38 8 In school, students how to control their behavior. 0.80 DIS_6 10 The consequence for inappropriate behavior are enforced fairly 0.46 DIS_2 5 School rules are fair for all students 0.23 DIS_4 8 School staff are consistent when enforcing rules in school -0.23 DIS_3 5 Adults at my school (for example, my school nurse, my teachers, or my principal) talk with students to help us know how to behave well. -0.67
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