Measuring School Climate among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

Autor/inn/en	Rocha, Lauren; Lenz, A. Stephen; Aras, Yahyahan
Titel	Measuring School Climate among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies
Quelle	In: Hispanic Journal of Behavioral Sciences, 41 (2019) 4, S.464-480 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986319880224
Schlagwörter	Educational Environment; Spanish Speaking; School Counselors; Hispanic American Students; Psychometrics; Test Reliability; Test Validity; Elementary School Students; Secondary School Students; Measurement; Educational Research; Foreign Countries; Spain; Chile + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; School counselor; Beratungslehrer; Pädagogischer Berater; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Psychometry; Psychometrie; Testreliabilität; Testvalidität; Sekundarschüler; Messverfahren; Bildungsforschung; Pädagogische Forschung; Ausland; Spanien
Abstract	The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach's alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01