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Abstract

The purpose of this study was to collect reliability and validity data on the School Characteristics Inventory (SCI), a quantitative measure based on Sternberg's (2000) theory of contextual modifiability. Data were collected from a national sample of middle school teachers and from teachers participating in a 3-year study investigating teachers’ willingness to implement differentiated instruction or differentiated authentic assessments. Factor analysis indicated 6 factors (School Reputation, General School State, Staff Attitudes, Responsiveness to Change, General Perceptions of the School, and Administration Responsiveness), accounting for 42% of the variance. Reliability estimates of the factors ranged from a low of .76 (Responsiveness to Change) to a high of .94 (School Reputation and SCI Total Scale Score). Quantitative and qualitative data give credence to the reliability and validity of the SCI and tentatively support the organizational modifiability construct theorized by Sternberg.

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School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations

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