A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts

Autor/inn/en	Fallon, Lindsay M.; Cathcart, Sadie C.; Johnson, Austin H.; Minami, Takuya; O'Keeffe, Breda V.; DeFouw, Emily R.; Sugai, George
Titel	A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts
Quelle	In: Assessment for Effective Intervention, 48 (2023) 2, S.100-112 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084221111338
Schlagwörter	Self Evaluation (Individuals); Culturally Relevant Education; Faculty Development; Decision Making; Multi Tiered Systems of Support; Test Construction; Factor Analysis; Test Validity; Test Reliability; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Testaufbau; Faktorenanalyse; Testvalidität; Testreliabilität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	When students require support to improve outcomes in a variety of domains, educators provide youth with school-based intervention. When educators require support to improve their professional practice, school leaders and support personnel (e.g., school psychologists) provide teachers with professional development (PD), consultation, and coaching. This multi-study article describes how the Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed with the purpose of assessment driving intervention for teachers in need of support to engage in culturally responsive practice. Items for the ACCReS were created via a multi-step process including review by both expert and practitioner panels. Then, results of an exploratory factor analysis with a national sample of U.S. teachers (N = 500) in Study 1 yielded three subscales. A confirmatory factor analysis conducted with a separate sample of teachers (N = 400) in Study 2 produced adequate model fit. In Study 3, analyses with another final sample of teachers (N = 99) indicated preliminary evidence of convergent validity between the ACCReS and two measures of teacher self-efficacy of culturally responsive practice. Data from the ACCReS can shape the content of educator intervention (e.g., PD) and promote more equitable student outcomes for youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01