Construct validation of the Behavior and Instructional Management Scale

Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

“…Historically, teacher education has relied on scales that that were focused on the narrower concept of discipline (Glickman &Tamashio, 1980;Wolfgang & Glickman, 1986), rather than the broader concept of classroom management that encompasses both behaviour management (BM) and instructional management (IM). It is this broader concept that Martin and her colleagues focused on in developing the Behaviour and Instructional Management Survey, aimed at measuring teachers' perceptions of their approaches to classroom management -both behaviour management and instructional management (Martin & Sass, 2010). Efforts aimed at preventing misbehaviour, along with how a teacher responds to misconduct, are related to BM, whereas IM includes the plans, goals, and tactics teachers use to deliver instruction in a classroom.…”

Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th - Grade Students

“…Behavior and Instructional Management Scale (BIMS) (Martin & Sass, 2010) The BIMS is a 12-item scale initially developed by Martin and Sass (2010) Procedure Data were collected online through the Survey Monkey® platform. Emails were sent to schools' headmasters of all over the country explaining the objectives of the survey, and providing a link through which the school teachers could access the survey.…”

“…This may be partly explained by the fact that the instruments we used to measure the classroom behavior management (the Behavior Management subscale of the BIMS - Martin & Sass, 2010) (Berliner, 1991;Rogers & Mirra, 2014), therefore lessening students' opportunity to learn (e.g., Shen et al, 2009). …”

Validation de la version française de la Behavior and Instructional Management Scale

“…La Behavior and Instructional Management Scale (BIMS) développée par Martin et Sass (2010) permet de mesurer les pratiques et les croyances des enseignants en gestion de la classe. Elle est composée de deux dimensions théoriques : la gestion de l'enseignement et la gestion du comportement des élèves.…”