Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms

Autor/inn/en	Curenton, Stephanie M.; Iruka, Iheoma U.; Humphries, Marisha; Jensen, Bryant; Durden, Tonia; Rochester, Shana E.; Sims, Jacqueline; Whittaker, Jessica V.; Kinzie, Mable B.
Titel	Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms
Quelle	In: Early Education and Development, 31 (2020) 2, S.269-288 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Curenton, Stephanie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1611331
Schlagwörter	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; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Beobachtung; Messdaten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Testvalidität; Faktorenstruktur; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Testreliabilität; Korrelation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01