{"title":"以学生的声音为中心,为教师的实践和研究提供信息:验证基于资产的身份衡量标准","authors":"Francesca López, DeLeon Gray, Mildred Boveda, Dynah Oviedo, Nilam Ram, Lorenzo López","doi":"10.1177/07342829231216778","DOIUrl":null,"url":null,"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.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"29 9","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure\",\"authors\":\"Francesca López, DeLeon Gray, Mildred Boveda, Dynah Oviedo, Nilam Ram, Lorenzo López\",\"doi\":\"10.1177/07342829231216778\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":51446,\"journal\":{\"name\":\"Journal of Psychoeducational Assessment\",\"volume\":\"29 9\",\"pages\":\"\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-11-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Psychoeducational Assessment\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/07342829231216778\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychoeducational Assessment","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/07342829231216778","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
摘要
总之,为研究目的而设计的测量方法--无论是自我报告法还是观察法--都有助于提供证据,强调确保教师发展知识和技能以从事基于资产的教学法的重要性。然而,那些希望提高自身教学实践水平的教师,却没有办法通过有效的工具来了解学生对其教学的看法。鉴于学生身份是少数族裔学生学业和非学业成绩的有力预测因素,本研究反映了 "基于资产的身份测量 "的开发和验证,该测量以学生的声音为中心,为教师的实践提供形成性信息。该研究的迭代设计包括专家教育者、学生和更大的验证样本 N = 860 名学生。认知访谈和焦点小组有助于完善三个身份领域的试点测量。通过确认性因子分析对因子结构进行了研究,最终形成了一个稳健的测量方法。本文讨论了该测量方法的使用。
Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure
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.
期刊介绍:
The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.