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Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure

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Title: Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure
Language: English
Authors: Francesca López (ORCID 0000-0002-4099-7795), DeLeon Gray, Mildred Boveda, Dynah Oviedo, Nilam Ram, Lorenzo López
Source: Journal of Psychoeducational Assessment. 2024 42(2):166-191.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Student Evaluation of Teacher Performance, Minority Group Students, Self Concept, Self Efficacy, Elementary School Students, Middle School Students, Measures (Individuals), Test Validity, High School Students, Student School Relationship, Elementary School Teachers, Secondary School Teachers
Geographic Terms: Arizona
DOI: 10.1177/07342829231216778
ISSN: 0734-2829
1557-5144
Abstract: Collectively, measures created for research use--whether self-report or observational--have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students' perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students' academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417101
Database: ERIC
FullText Text:
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  Data: Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure
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  Data: <searchLink fieldCode="AR" term="%22Francesca+López%22">Francesca López</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4099-7795">0000-0002-4099-7795</externalLink>)<br /><searchLink fieldCode="AR" term="%22DeLeon+Gray%22">DeLeon Gray</searchLink><br /><searchLink fieldCode="AR" term="%22Mildred+Boveda%22">Mildred Boveda</searchLink><br /><searchLink fieldCode="AR" term="%22Dynah+Oviedo%22">Dynah Oviedo</searchLink><br /><searchLink fieldCode="AR" term="%22Nilam+Ram%22">Nilam Ram</searchLink><br /><searchLink fieldCode="AR" term="%22Lorenzo+López%22">Lorenzo López</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2024 42(2):166-191.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 10.1177/07342829231216778
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  Data: 0734-2829<br />1557-5144
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  Data: Collectively, measures created for research use--whether self-report or observational--have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students' perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students' academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed.
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  Data: 2024
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  Data: EJ1417101
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        Value: 10.1177/07342829231216778
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      – Text: English
    PhysicalDescription:
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        PageCount: 26
        StartPage: 166
    Subjects:
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student School Relationship
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Arizona
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    Titles:
      – TitleFull: Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure
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