Setup and Data Access Files: A Culturally Responsive Disposition

Principal Investigator(s):  View help for Principal Investigator(s) Laura M. Desimone, University of Delaware; Kirsten Lee Hill

Version:  View help for Version V1

Name File Type Size Last Modified
CRT-beliefs-efficacy.do text/plain 15 KB 10/17/2022 04:23:PM
Data Access File.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 14.8 KB 10/17/2022 04:23:PM
ReadMe.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 15 KB 10/17/2022 04:30:PM
Survey Instrument.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 17.1 KB 10/17/2022 04:19:PM

Project Citation: 

Desimone, Laura M., and Hill, Kirsten Lee. Setup and Data Access Files: A Culturally Responsive Disposition. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-10-17. https://doi.org/10.3886/E182021V1

Project Description

Summary:  View help for Summary Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition towards students and teaching. Using survey data of secondary teachers (N=417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.
Funding Sources:  View help for Funding Sources Bill and Melinda Gates Foundation; United States Department of Education. Institute of Education Sciences (R305B200035)

Scope of Project

Subject Terms:  View help for Subject Terms Survey methods; fixed effect models; regression analyses; descriptive analysis; correlational analysis
Collection Date(s):  View help for Collection Date(s) 2020 – 2021 (January 2020 through April 2021)
Universe:  View help for Universe Middle school teachers of mathematics or English language arts in seven U.S. districts participating in professional learning facilitated through a Professional Learning Partnership initiative 
Data Type(s):  View help for Data Type(s) survey data

Methodology

Response Rate:  View help for Response Rate We leveraged responses from teachers in seven partnerships that participated in both surveys. The overall response rate on the first survey was 48%; two partnerships had response rates below 50% and five had response rates between 62% and 88%. For the second survey, the overall response rate was 62%; one partnership had a response rate of 50% and the remaining partnerships had response rates between 63% and 72%.
Sampling:  View help for Sampling We sought to include all teachers participating in the professional learning initiatives in the seven partnerships. 
Data Source:  View help for Data Source Survey data collected as part of the Study of Professional Learning Partnerships (PI Laura M. Desimone at the University of Delaware) 
Collection Mode(s):  View help for Collection Mode(s) web-based survey
Scales:  View help for Scales Several Likert-type scales were used.
  • CR Teaching Scale. Our dependent variable for this analysis, the CR teaching scale (α = .92) consists of nine items, which were adapted from previously validated scales, including the multicultural efficacy scale (Guyton & Wesche, 2005), and the CR teaching outcome expectations scale (Siwatu, 2007). Teachers were asked to report how frequently they engage in various CR teaching practices on a four-point frequency scale from never to most or all lessons.
  • CR Teaching Self-Efficacy Scale. The CR teaching self-efficacy scale (α = .93) serves as a key explanatory variable in our analysis. Adapted from the multicultural efficacy scale (Guyton & Wesche, 2005) and the CR teaching self-efficacy scale (Siwatu, 2007), this eight-item measure of teacher’s CR self-efficacy asked teachers to rate their confidence on a scale of 0 to 10 in implementing CR teaching practices.
  • CR Teaching Beliefs Scale. The teacher beliefs scale (α = .66) is comprised of items adapted from the CR teaching outcome expectations scale (Siwatu, 2007) and teacher perceptions of CR teaching (Phuntsog, 2001). This scale consists of five items measured on a six-point Likert scale from completely disagree to completely agree. Items focused on teachers’ beliefs about the value and importance of a CR instructional approach and cultural diversity. 
  • PL on Cultural Responsiveness Scale. To assess the extent to which teachers perceived their PL included a focus on cultural responsiveness, we use a scale consisting of six items (α = .86). Teachers were asked to report the extent to which their PL supported them to engage in CR practices on a four-point scale from not at all to a great extent.
Weights:  View help for Weights No weights were applied.
Unit(s) of Observation:  View help for Unit(s) of Observation individuals

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V1 [2022-10-17]

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