Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20979
Title: 
Authors: 
Keywords: 
Teacher education
teaching for equity
Rasch measurement
scenarios
vignettes
measurement instrument
Issue Date: 
2019
Citation: 
Chang, W-C., Ludlow, L., Grudnoff, L., Ell, F., Haigh, M., Hill, M., & Cochran-Smith, M.(2019). Measuring the complexity of teaching practice for equity: Development of a scenario-format scale. Teaching and Teacher Education, 82, 69-85. https://doi.org/10.1016/j.tate.2019.03.004
Abstract: 
This study presents the development and implementation of a novel approach to measure enactment of equity-centered teaching practice. The construct of practice for equity is drawn from international syntheses and the details of the scenario-format scale development are emphasized. The result is a 15-item Teaching Equity Enactment Scenario (TEES) Scale that measures a meaningful continuum of levels of teaching practice for equity. The scale also provides a narrative interpretation of participants’ levels of enacting equity-centered practice based on their simple raw scores. The implications for research on teaching and teacher education are discussed.
URI: 
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TTE-82-69.pdf
  Until 2022-03-08
1.75 MBAdobe PDFUnder embargo until Mar 08, 2022
Show full item record

Page view(s)

22
checked on Aug 23, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.