The Everyday Discrimination Scale (EDS) is a widely used measure of discrimination. Rasch analysis was used to examine the psychometric properties of the EDS based on a national sample ( N = 2666). Items largely fit the Rasch model and yielded excellent separation and item reliability. However, severe floor effects were observed. Implications are discussed for use of the scale in populations that experience low levels of discrimination. An ordinal-to-interval conversion table for the EDS is also provided.

Running Records provide a standardized method for recording and assessing students' oral reading behaviors and are excellent formative assessment tools to guide instructional decision-making. This study expands on prior Running Record reliability work by evaluating the extent to which external raters and teachers consistently assessed students' accuracy and self-correction ratios in the context of a naturalistic lesson setting. This study was conducted using recorded lessons from 19 students, taught by 11 teachers in ten schools, who in separate lessons read two books at the same text level. Generalizability theory framework was applied to identify sources of variability in accuracy and selfcorrection scores and subsequently evaluate necessary conditions for reliable measurement using Running Records. Results indicated that raters were highly reliable. However, due to the impact of reading occasion, approximately eight to ten reads are needed for reliable assessment of students' accuracy and self-correction via Running Records.

This study investigated the validity of a survey measuring scientists' attitudes toward data reuse. Rasch analysis was used to examine the psychometric properties of the survey. Structural equation modeling was subsequently used to examine the validity of hypothesized relationships among the constructs measured by the survey. Overall, findings supported validity of the existing measure for use among researchers across academic disciplines. Recommendations for further refinement of the survey include the addition of new items to improve reliability of measurement. Additionally, implications for organizational practice are discussed, including the importance of fostering individual researchers' perceived usefulness of secondary data, as well as providing access to data repositories and organizational resources for data reuse.

We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.

Recent research on scaffolding has examined both the sources of information used and neglected during students' word‐solving attempts and the amount of information provided in teachers' word‐solving prompts. In this teaching tip, the authors expand the application of such research from one‐to‐one student–teacher interactions to a guided reading setting. The authors provide examples to illustrate how teachers can critically evaluate students' word‐solving attempts and consequently respond to the readers' needs within the guided reading context. The dual focus that the authors suggest, making decisions about both the type and amount of information, provides a framework through which teachers can implement scaffolding during their guided reading lessons.