Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms

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dc.contributor.authorCurento, Stephanie M.
dc.contributor.authorIruka, Iheoma U.
dc.contributor.authorHumphries, Marisha
dc.contributor.authorJensen, Bryant
dc.contributor.authorDurden, Tonia
dc.contributor.authorRochester, Shana E.
dc.contributor.authorSims, Jacqueline
dc.contributor.authorWhittaker, Jessica
dc.contributor.authorKinzie, Mable
dc.date.accessioned2022-05-25T18:44:52Z
dc.date.available2022-05-25T18:44:52Z
dc.date.issued2019-05-16
dc.description.abstractResearch 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. Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers.en_US
dc.description.sponsorshipWe would like to thank our partners at the University of Virginia for their generosity with data sharing and cooperation. We thank the research assistants who worked on this project as coders: Ashley Armand, Leah Awkward-Rich, Soifibaa (Mimi) Briggs, Liz Cheung, Euri Kim, Madison Newell, Sadia Sharif, and Lyndsai Sylva. This work was supported by the Foundation for Child Development: [Grant Number BU01-2019].en_US
dc.description.urihttps://www.tandfonline.com/doi/abs/10.1080/10409289.2019.1611331?journalCode=heed20en_US
dc.format.extent52 pagesen_US
dc.genrejournal articlesen_US
dc.genrepostprintsen_US
dc.identifierdoi:10.13016/m24fif-sjl5
dc.identifier.citationStephanie M. Curenton, Iheoma U. Iruka, Marisha Humphries, Bryant Jensen, Tonia Durden, Shana E. Rochester, Jacqueline Sims, Jessica V. Whittaker & Mable B. Kinzie (2020) Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms, Early Education and Development, 31:2, 284-303, DOI: 10.1080/10409289.2019.1611331en_US
dc.identifier.urihttps://doi.org/10.1080/10409289.2019.1611331
dc.identifier.urihttp://hdl.handle.net/11603/24729
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.isAvailableAtUniversity of Maryland, Baltimore County
dc.relation.ispartofUMBC Sherman Center for Early Learning in Urban Communities
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Early Education and Development on 16 May 2016, available online: http://www.tandfonline.com/doi/10.1080/10409289.2019.1611331en_US
dc.titleValidity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classroomsen_US
dc.typeTexten_US

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