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Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in early childhood classrooms

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Description:

Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: Challenging Status Quo Knowledge, Equitable Learning Opportunities for RMLs, Equitable Discipline, Connections to Home Life, and Personalized Learning Opportunities. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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