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

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.

Keywords

professional development culturally responsive practice instrument development

Get full access to this article

View all access options for this article.

References

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.

Bandura

(1997). Self-efficacy: The exercise of control. Henry Holt & Co.

Biggs

B. K.

Vernberg

E. M.

Twemlow

S. W.

Fonagy

Dill

E. J.

(2008). Teacher adherence and its relation to teacher attitudes and student outcomes in an elementary school-based violence prevention program. School Psychology Review, 37(4), 533–549. https://doi.org/10.1080/02796015.2008.12087866

Bohrnstedt

Kitmitto

Ogut

Sherman

Chan

(2015). School composition and the black–white achievement gap (NCES 2015-018). U.S. Department of Education, National Center for Education Statistics.

Cammarota

Romero

(2009). The Social Justice Education Project: A critically compassionate intellectualism for Chicana/o students. In Ayers

Quinn

Stovall

(Eds.), Handbook for social justice education (pp. 465–476). Lawrence Erlbaum.

Cartledge

Kleefeld

(2010). Working together: Building children’s social skills through folktales, Grades 3–6 (2nd ed.). Research Press.

Castro-Olivo

S. M.

(2014). Promoting social-emotional learning in adolescent Latino ELLs: A study of the culturally adapted Strong Teens Program. School Psychology Quarterly, 29(4), 567–577. https://doi.org/10.1037/spq0000055

Cattell

R. B.

(1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. https://doi.org/10.1207/s15327906mbr0102_10

Comrey

A. L.

Lee

H. B.

(1992). Interpretation and application of factor analytic results. In Comrey

A. L.

Lee

H. B.

(Eds.), A first course in factor analysis (2nd ed., pp. 240–262). Psychology Press.

10.

Costello

A. B.

Osborne

J. W.

(2005). Best practices in exploratory factor analysis: Fourrecommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1–9. https://doi.org/10.7275/jyj1-4868

11.

Debnam

K. J.

Pas

E. T.

Bottiani

Cash

A. H.

Bradshaw

C. P.

(2015). An examination of the association between observed and self-reported culturally proficient teaching practices. Psychology in the Schools, 52(6), 533–548. https://doi.org/10.1002/pits.21845

12.

Ellerbrock

C. R.

Cruz

B. C.

Vásquez

Howes

E. V.

(2016). Preparing culturally responsive teachers: Effective practices in teacher education. Action in Teacher Education, 38(3), 226–239. https://doi.org/10.1080/01626620.2016.1194780

13.

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015–2016).

14.

Fallon

L. M.

Cathcart

S. C.

DeFouw

E. R.

O’Keeffe

B. V.

Sugai

(2018). Promoting teachers’ implementation of culturally and contextually relevant classwide behavior plans. Psychology in the Schools, 55, 278–294. http://doi.org/10.1002/pits.22107

15.

Fallon

L. M.

Cathcart

S. C.

Johnson

A. H.

(2021b). Assessing differential item functioning in a teacher self-assessment of cultural responsiveness. Journal of Psychoeducational Assessment, 39(7), 816–831. https://doi.org/10.1177/07342829211026464

16.

Fallon

L. M.

DeFouw

E. R.

Cathcart

S. C.

Berkman

T. S.

O’Keeffe

B. V.

Sugai

(2021a). Supports to improve academic outcomes with racially and ethnically minoritized youth: A review of research. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325211046760

17.

Fallon

L. M.

DeFouw

E. R.

Cathcart

S. C.

Berkman

T. S.

Robinson-Link

O’Keeffe

B. V.

Sugai

(2022). School-based supports and interventions to improve social and behavioral outcomes with racially and ethnically minoritized youth: A review of recent quantitative research. Journal of Behavioral Education, 31, 123–156. https://doi.org/10.1007/s10864-021-09436-3

18.

Fallon

L. M.

O’Keeffe

B. V.

Sugai

(2012). Consideration of culture and context in school-wide positive behavior support: A review of current literature. Journal of Positive Behavior Interventions, 14(4), 209–219. https://doi.org/10.1177/1098300712442242

19.

Fallon

L. M.

Sanetti

L. M. H.

Chafouleas

S. M.

Faggella-Luby

M. N.

Briesch

A. M.

(2018). Direct training to increase agreement between teachers’ and observers’ treatment integrity ratings. Assessment for Effective Intervention, 43, 196–211. https://doi.org/10.1177/15345084177387

20.

Finch

M. E.

(2012). Special considerations with response to intervention and instruction for students with diverse backgrounds. Psychology in the Schools, 49(3), 285–296. https://doi.org/10.1002/pits.21597

21.

Fisher

R. J.

(1993). Social desirability bias and the validity of indirect questioning. Journal of Consumer Research, 20(2), 303–315. https://doi.org/10.1086/209351

22.

Gage

N. A.

Whitford

D. K.

Katsiyannis

Adams

Jasper

(2019). National analysis of the disciplinary exclusion of Black students with and without disabilities. Journal of Child and Family Studies, 28(7), 1754–1764. https://doi.org/10.1007/s10826-019-01407-7

23.

Gay

(2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

24.

Gopalan

Nelson

A. A.

(2019). Understanding the racial discipline gap in schools. AERA Open, 5(2), 1–26. https://doi.org/10.1177/2332858419844613

25.

Gregory

Hafen

C. A.

Ruzek

Mikami

A. Y.

Allen

J. P.

Pianta

R. C.

(2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171–191. https://doi.org/10.17105/spr45-2.171-191

26.

Guyton

E. M.

Wesche

M. V.

(2005). The multicultural efficacy scale: Development, item selection, and reliability. Multicultural Perspectives, 7(4), 21–29. https://doi.org/10.1207/s15327892mcp0704_4

27.

Hershfeldt

P. A.

Sechrest

Pell

K. L.

Rosenberg

M. S.

Bradshaw

C. P.

Leaf

P. J.

(2009). Double-check: A framework of cultural responsiveness applied to classroom behavior. TEACHING Exceptional Children Plus, 6(2), 2–18.

28.

Hogarty

K. Y.

Hines

C. V.

Kromrey

J. D.

Ferron

J. M.

Mumford

K. R.

(2005). The quality of factor solutions in exploratory factor analysis: The influence of sample size, communality, and overdetermination. Educational and Psychological Measurement, 65(2), 202–226. https://doi.org/10.1177/0013164404267287

29.

Holgado-Tello

F. P.

Chacón-Moscoso

Barbero-García

Vila-Abad

(2008). Polychoric versus Pearson correlations in exploratory and confirmatory factor analysis of ordinal variables. Quality & Quantity, 44(1), 153–166. https://doi.org/10.1007/s11135-008-9190-y

30.

Holm

(1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 65–70. https://www.jstor.org/stable/4615733

31.

Howard

T. C.

Navarro

(2016). Critical race theory 20 years later: Where do we go from here? Urban Education, 51(3), 253–273. https://doi.org/10.1177/0042085915622541

32.

L. T.

Bentler

P. M.

(1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

33.

Hussar

Zhang

Hein

Wang

Roberts

Cui Dilig

(2020). The condition of education 2020 (NCES 2020-144). National Center for Education Statistics.

34.

Individuals With Disabilities Education Improvement Act (IDEA), 20 U.S.C. § 1400 et seq. (2004).

35.

Kassambara

(2020). Rstatix: Pipe-friendly framework for basic statistical tests. R package version 0.6. 0.

36.

Korkmaz

Goksuluk

Zararsiz

(2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151–162. https://doi.org/10.32614/RJ-2014-031

37.

Ladson-Billings

(1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

38.

Lai

Green

S. B.

(2016). The problem with having two watches: Assessment of fit when RMSEA and CFI disagree. Multivariate Behavioral Research, 51(2–3), 220–239. https://doi.org/10.1080/00273171.2015.1134306

39.

La Salle

T. P.

Wang

Rocha Neves

(2020). Racial mismatch among minoritized students and white teachers: Implications and recommendations for moving forward. Journal of Educational and Psychological Consultation, 30(3), 314–343. https://doi.org/10.1080/10474412.2019.1673759

40.

Lawrence

(2016). ez: Easy analysis and visualization of factorial experiments (R Package Version 4.4-0). https://CRAN.R-project.org/package=ez

41.

(2015). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. https://doi.org/10.3758/s13428-015-0619-7

42.

McCoach

D. B.

Gable

R. K.

Madura

J. P.

(2013). Instrument development in the affective domain. Springer.

43.

Milner

H. R.

(2017). Race, talk, opportunity gaps, and curriculum shifts in (teacher) education. Literacy Research: Theory, Method, and Practice, 66(1), 73–94. https://doi.org/10.1177/2381336917718804

44.

Muñiz

(2019). Culturally responsive teaching: A 50-state survey of teaching standards. https://files.eric.ed.gov/fulltext/ED594599.pdf

45.

Murray

(2013). Likert data: What to use, parametric or non-parametric? International Journal of Business and Social Science, 21(11), 258–264.

46.

National Center for Education Statistics. (2019a). Common core of data (CCD), “State nonfiscal survey of public elementary and secondary education,” 2000–01 and 2017–18; and National elementary and secondary enrollment by race/ethnicity projection model.

47.

National Center for Education Statistics. (2019b). National Teacher and Principal Survey (NTPS), “Public School Teacher Data File,” 2017–18. National Teacher and Principal Survey (NTPS).

48.

Peters

Margolin

Fragnoli

Bloom

(2016). What’s race got to do with it? Preservice teachers and White racial identity. Current Issues in Education, 19(1), 1–22. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1661

49.

Pinkelman

S. E.

McIntosh

Rasplica

C. K.

Berg

Strickland-Cohen

M. K.

(2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171–183. https://doi.org/10.17988/0198-7429-40.3.171

50.

Powell

Cantrell

S. C.

Malo-Juvera

Correll

(2016). Operationalizing culturally responsive instruction: Preliminary findings of CRIOP research. Teacher’s College Record, 118(1), 1–46. https://doi.org/10.1177/016146811611800107

51.

Proctor

S. L.

Owens

(2019). School psychology graduate education retention research characteristics: Implications for diversity initiatives in the profession. Psychology in the Schools, 56(6), 1037–1052. https://doi.org/10.1002/pits.22228

52.

R Core Team. (2016). R: A language and environment for statistical computing. R Foundation for Statistical Computing. http://www.R-project.org/

53.

Reise

S. P.

Bonifay

W. E.

Haviland

M. G.

(2013). Scoring and modeling psychological measures in the presence of multidimensionality. Journal of Personality Assessment, 95(2), 129–140. https://doi.org/10.1080/00223891.2012.725437

54.

Rhemtulla

Brosseau-Liard

P. É.

Savalei

(2012). When can categorical variables be treated as continuous? Psychological Methods, 17(3), 354–373. https://doi.org/10.1037/a0029315

55.

Rosseel

(2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02

56.

Schreiber

J. B.

Nora

Stage

F. K.

Barlow

E. A.

King

(2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/joer.99.6.323-338

57.

Sivo

S. A.

Fan

Witta

E. L.

Willse

J. T.

(2006). The search for “optimal” cutoff properties: Fit index criteria in structural equation modeling. The Journal of Experimental Education, 74, 267–288. https://doi.org/10.3200/JEXE.74.3.267-288

58.

Siwatu

K. O.

(2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23(7), 1086–1101. https://doi.org/10.1016/j.tate.2006.07.011

59.

Siwatu

K. O.

Putman

S. M.

Starker-Glass

T. V.

Lewis

C. W.

(2017). The culturally responsive classroom management self-efficacy scale: Development and initial validation. Urban Education, 52(7), 862–888. https://doi.org/10.1177/0042085915602534

60.

Skiba

R. J.

Arredondo

M. I.

Gray

Rausch

M. K.

(2016). What do we know about discipline disparities? New and emerging research. In Skiba

R. J.

Mediratta

Karega Rausch

(Eds.) Inequality in school discipline (pp. 21–38). Palgrave Macmillan.

61.

Skiba

R. J.

Chung

C. G.

Trachok

Baker

T. L.

Sheya

Hughes

R. L.

(2014). Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal, 51(4), 640–670. https://doi.org/10.3102/0002831214541670

62.

Spanierman

L. B.

Heppner

P. P.

Neville

H. A.

Mobley

Wright

C. V.

Dillon

F. R.

Navarro

(2011). The multicultural teaching competency scale: Development and initial validation. Urban Education, 46(3), 440–464. https://doi.org/10.1177/0042085910377442

63.

Sugai

Horner

R. H.

(2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120–136. https://doi.org/10.1177/0014402919855331

64.

Sugai

O’Keeffe

B. V.

Fallon

L. M.

(2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197–208. https://doi.org/10.1177/1098300711426334

65.

Tabachnick

B. G.

Fidell

L. S.

(2019). Using multivariate statistics. Pearson.

66.

Tanguay

C. L.

Bhatnagar

Barker

K. S.

Many

J. E.

(2018). AAA+ professional development for teacher educators who prepare culturally and linguistically responsive teachers. Curriculum and Teaching Dialogue, 20(1/2), 87–181.

67.

Trizano-Hermosilla

Alvarado

J. M.

(2016). Best alternatives to Cronbach’s alpha reliability in realistic conditions. Frontiers in Psychology, 7, 769–778. https://doi.org/10.3389/fpsyg.2016.00769

68.

Vincent

C. G.

Randall

Cartledge

Tobin

T. J.

Swain-Bradway

(2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219–229. https://doi.org/10.1177/1098300711399765

69.

Worthington

R. L.

Whittaker

T. A.

(2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

5.01 MB