Measuring the complexity of teaching practice for equity: Development of a scenario-format scale

Chang, Wen-Chia; Ludlow, Larry H.; Grudnoff, Lexie; Ell, Fiona; Haigh, Mavis; Hill, Mary; Cochran‐Smith, Marilyn

doi:10.1016/j.tate.2019.03.004

Cited by 13 publications

(7 citation statements)

References 33 publications

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“…Scenario-based scales have been successfully developed to measure the productive engagement of older adults (Ludlow et al, 2014; Ludlow, Matz-Costa & Klein, 2019), teachers’ enactment of practice for equity (Chang et al, 2019), readiness to return and participate in the community by psychiatric rehabilitation clients (Shen & Ludlow, 2018), living a life of meaning and purpose (Ludlow et al, 2019), and college faculty out-of-class availability (Reynolds, 2019). Greater detail in scenario scale development and the unique measurement challenges these scales pose may be found in Ludlow, Reynolds, Baez-Cruz & Chang (in press).…”

Section: Methodsmentioning

confidence: 99%

Parental Involvement as a Holistic Concept Using Rasch/Guttman Scenario Scales

Antipkina

Ludlow

2020

Journal of Psychoeducational Assessment

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Parental involvement (PI) in the education of their children is an important factor which should be taken into account when assessing and predicting children’s school outcomes. However, PI encompasses numerous operationalizations from checking homework, to communication with school, to organizing cultural outings. This study describes a Rasch/Guttman scenario-based scale designed to provide a holistic approach to measuring the PI construct. The Parental Involvement SCenarios scale (PISC-9) was administered to 1,930 parents of primary school children from a sample representative of a Russian region. The scale has very good technical and construct validity characteristics. More specifically, raw scores on the PISC-9 may be represented as locations along a hierarchical continuum from relatively less to increasingly more time consuming and demanding parental behaviors.

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Section: Methodsmentioning

confidence: 99%

Parental Involvement as a Holistic Concept Using Rasch/Guttman Scenario Scales

Antipkina

Ludlow

2020

Journal of Psychoeducational Assessment

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“…However, a deeper scan reveals that the clinically centered (Yendol-Hoppey & Hoppey, 2018) project aligns mainly with four ideas from that framework, namely: boundary-spanning roles and structures (Clark et al. , 2005); community (Day, Gu, Townsend, & Holdich, 2021; Lieberman, Miller, Wiedrick, & von Frank, 2011; Nieto, 1992); equity and social justice (Chang et al. , 2019; Dyches & Boyd, 2017); and reciprocity (Martin, Snow, & Franklin Torrez, 2011).…”

Section: Relationship To the Nine Essentialsmentioning

confidence: 99%

“…The alignment in the curriculum of the redesigned program embeds the concepts, practices and ideals of mathematics teachers being agents of equity (Chang et al. , 2019) and social justice.…”

Section: Relationship To the Nine Essentialsmentioning

confidence: 99%

“…A cursory glance at our initiative might suggest the project fully embodies the 14 underlying concepts purported by the National Association for Professional Development Schools' Nine Essentials (NAPDS, 2021) and on some level it does. However, a deeper scan reveals that the clinically centered (Yendol-Hoppey & Hoppey, 2018) project aligns mainly with four ideas from that framework, namely: boundary-spanning roles and structures (Clark et al, 2005); community (Day, Gu, Townsend, & Holdich, 2021;Lieberman, Miller, Wiedrick, & von Frank, 2011;Nieto, 1992); equity and social justice (Chang et al, 2019;Dyches & Boyd, 2017); and reciprocity (Martin, Snow, & Franklin Torrez, 2011).…”

Section: Relationship To the Nine Essentialsmentioning

confidence: 99%

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Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Warner

2023

SUP

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PurposeThere is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.Design/methodology/approachThis mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.FindingsMeasures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.Originality/valueThe intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

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“…This can be very difficult to conceptualize as complex systems can have hundreds or more variables at play, which is why they are often called wicked problems (Borko et al, 2009). However, many studies in recent years have included complex systems thinking to better capture the messy reality within classroom and larger school settings (Bae et al, 2021; Berland & Wilensky, 2015; Bullock & Moyer‐Packenham, 2020; Chang et al, 2019; Goldstone et al, 2008; Jones, 2021; Kloos et al, 2019; Levin, 2018; Mandinach & Schildkamp, 2021; Martin, 2019; Mathew et al, 2021; Nathan & Swart, 2021; Spiller et al, 2021; Strom et al, 2018; Vargas, 2021; Weiler & Hinnant‐Crawford, 2021). In addition, groups of complexity‐informed scholars are working to understand the messiness of wicked problems, the foundational purposes of educational research, and to develop aligned quantitative and qualitative methodologies that do not model educational systems as linear processes with just a few variables (Garner, 2020).…”

mentioning

confidence: 99%

The replication crisis and equity in STEM classrooms: How a complex systems approach can help

Bullock

2022

School Sci & Mathematics

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Measuring the complexity of teaching practice for equity: Development of a scenario-format scale

Cited by 13 publications

References 33 publications

Parental Involvement as a Holistic Concept Using Rasch/Guttman Scenario Scales

Parental Involvement as a Holistic Concept Using Rasch/Guttman Scenario Scales

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

The replication crisis and equity in STEM classrooms: How a complex systems approach can help

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