Effects of Structural Coupling and Expectancy Climate on the Effectiveness of Learning Strategies Interventions: A Pilot Study to Establish Reliability and Validity Estimates

Abstract

Successful implementation of the learning strategies model proposed by Alley and Deshler (1979) depends on high levels of interactive planning and effort by learning disabilities teachers, regular classroom teachers and administrators. In this context, structural coupling and expectancy climate become important intervening variables by defining mechanisms and norms that influence how individuals interact and the level of effort expended. The purpose of this pilot study was to establish structural coupling and expectancy climate levels with interview and assessment instruments. Over 155 educators drawn from several schools participated in the study. Results of the study showed that these assessment instruments demonstrated high reliability and adequate validity levels.