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 |
| 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 |
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