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Download full textChristine M. Anderson; Kelly H. Summers; Ryan D. Kopatich; William B. Dwyer – AERA Open, 2023
This quantitative study aims to explore the validity of Donohoo et al.'s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy…
Descriptors: Test Reliability, Public School Teachers, Teacher Competencies, Teacher Competency Testing
Darold H. Joseph; Chesleigh N. Keene; Angelina E. Castagno; Pradeep M. Dass; Crystal Macias – AERA Open, 2024
This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in…
Descriptors: Validity, Reliability, Measures (Individuals), Culturally Relevant Education
Anne Gregory; Francis L. Huang; Allison Rae Ward-Seidel – AERA Open, 2024
This study investigated whether a restorative practice initiative improved school climate. The study presents findings from a cluster randomized, controlled trial conducted with 2,248 students from grades 5 to 12 (38% Black, 32% Hispanic) attending 18 schools in the U.S. Northeast. After 1 year of implementation, the experimental analyses of the…
Descriptors: Educational Environment, Restorative Practices, Student Experience, Bullying
