For example, when teachers are implementing a new intervention, the TBQ can be used to examine how well aligned the teachers’ beliefs are with his/her intervention coaches’ beliefs. The Teacher Belief Q-sort offers an advantage as it is less susceptible to bias than traditional questionnaire methods. Both the reliability and construct validity (both convergent and discriminant validity) appear high. The measure is more fully explained in relation to measuring teachers’ implementation of the Responsive Classroom approach. See: Rimm-Kaufman, S. E., Storm, M., Sawyer, B., Pianta, R. C., & La Paro, K. M. (2006). The Teacher Belief Q- Sort: A measure of teachers’ priorities and beliefs in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44 (2), 141-165. Abstract