Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms
Saved in:
| Title: | Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms |
|---|---|
| Language: | English |
| Authors: | Curenton, Stephanie M. (ORCID |
| Source: | Early Education and Development. 2020 31(2):269-288. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Observation, Measures (Individuals), Early Childhood Education, Minority Group Students, Test Validity, Factor Structure, Equal Education, Classroom Environment, Teacher Student Relationship, Early Childhood Teachers, Preschool Children, Elementary School Students, Test Reliability, Correlation, Teacher Characteristics |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.1080/10409289.2019.1611331 |
| ISSN: | 1040-9289 |
| Abstract: | Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: "Challenging Status Quo Knowledge," "Equitable Learning Opportunities for RMLs," "Equitable Discipline," "Connections to Home Life," and "Personalized Learning Opportunities." Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1240676 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: "Challenging Status Quo Knowledge," "Equitable Learning Opportunities for RMLs," "Equitable Discipline," "Connections to Home Life," and "Personalized Learning Opportunities." Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers. |
|---|---|
| ISSN: | 1040-9289 |
| DOI: | 10.1080/10409289.2019.1611331 |
