Development of an instrument to measure a facet of quality teaching: culturally responsive pedagogy

Boon, Helen J., and Lewthwaite, Brian (2015) Development of an instrument to measure a facet of quality teaching: culturally responsive pedagogy. International Journal of Educational Research, 72. pp. 38-58.

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Abstract

This paper presents findings of Phase 2 of a larger three phase study examining culturally responsive pedagogies and their influence on Indigenous student outcomes. Characteristics of culturally responsive pedagogies obtained through interviews with Australian Indigenous1 parents and students generated characteristics and themes which were distilled into survey items. The resulting instrument was applied to practicing teachers for validation.

The survey was piloted on a sample of 141 elementary and secondary teachers from diverse schools. Analyses using Item Response Theory, employing the Rasch model, confirmed that the instrument measured a unidimensional latent trait, culturally responsive pedagogy. Seven subscales, initially qualitatively determined, were statistically confirmed. The instrument proved suitable to measure nuances in pedagogy and to detect significant differences between elementary and secondary teachers.

Item ID: 39194
Item Type: Article (Refereed Research - C1)
Keywords: culturally responsive pedagogy, Indigenous, Rasch analysis, instrument, quality teaching
ISSN: 1873-538X
Funders: Australian Research Council (ARC)
Projects and Grants: ARC Linkage grant (LP130100420)
Date Deposited: 18 Jun 2015 03:44
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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