{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1275"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1275","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"The Sociomoral Atmosphere Rating Template (SMART): an investigation of reliability and validity","abstract":"This study describes the development of the Sociomoral Atmosphere Rating Template (SMART), an instrument designed to rate the sociomoral atmosphere in early childhood classrooms, and an investigation of the instrument's reliability and validity. Results indicate that individuals can be trained to reliably use the SMART and that the measure is internally consistent. In addition to its face validity, results indicate that the SMART has convergent validity when compared to the Early Childhood Environmental Rating Scale - Revised (Harms, Clifford, & Cryer, 1998) and the Teacher Interaction Scale (Arnett, 1989). Comparisons at the subscale level suggest discriminant validity. Implications and plans for further research are provided.","abstract_html":"This study describes the development of the Sociomoral Atmosphere Rating Template (SMART), an instrument designed to rate the sociomoral atmosphere in early childhood classrooms, and an investigation of the instrument's reliability and validity. Results indicate that individuals can be trained to reliably use the SMART and that the measure is internally consistent. In addition to its face validity, results indicate that the SMART has convergent validity when compared to the Early Childhood Environmental Rating Scale - Revised (Harms, Clifford, & Cryer, 1998) and the Teacher Interaction Scale (Arnett, 1989). Comparisons at the subscale level suggest discriminant validity. 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