Design Principles for Accelerating Student Learning with High-Impact Tutoring (updated June 2024)
Category: Student Learning
Instrument Overview
Teachers rate children’s approaches to learning using the PLBS (PLBS; McDermott, Leigh, & Perry, 2002). In general, content focuses on attentiveness, responses to novelty and correction, observed problem‐solving strategy, flexibility, reflectivity, initiative, self‐direction, and cooperative learning.
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
< 3 Years,
Pre-Kindergarten
Keywords
Academic Competencies
Respondent
Teacher
Administration Information
Length
29‐item teacher behavior rating instrument assessing preschool children’s
approaches to learning.
approaches to learning.
Access and Use
Price
Multiple kits at various prices are available, more information here https://www.mindgarden.com/316-mbi-educators-survey
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
McDermott, P. A., Rikoon, S. H., Waterman, C., & Fantuzzo, J. F. (2012). The Preschool Learning Behaviors Scale: Dimensionality and external validity in Head Start. School Psychology Review, 41, 66-81.
Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool Approaches to Learning and Their Relationship to
Other Relevant Classroom Competencies for Low‐Income Children. School Psychology Quarterly, 19(3),
212‐230.
McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the Preschool Learning
Behaviors Scale. Psychology in the Schools, 39, 353‐365
