The Development and Validation of the Diversity Dispositions Index

Autor/inn/en	Schulte, Laura; Edwards, Sarah; Edick, Nancy
Titel	The Development and Validation of the Diversity Dispositions Index
Quelle	In: AASA Journal of Scholarship & Practice, 5 (2008) 3, S.11-19 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Teacher Education; Education Courses; Federal Legislation; Content Validity; Educational Administration; Ethics; School Districts; Accreditation (Institutions); Pilot Projects; Construct Validity; Statistical Analysis; Higher Education + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Fortbildungskurs; Bundesrecht; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ethik; School district; Schulbezirk; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Pilot project; Modellversuch; Pilotprojekt; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The "No Child Left Behind Act" signed into law in 2002 requires school districts to hire highly qualified teachers who possess the necessary dispositions to ensure that all children learn (Center on Education Policy, 2002). The National Council for Accreditation of Teacher Education (NCATE) (2002) defines dispositions as "the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth." A review of the literature on administrator and teacher dispositions failed to identify a perceptual instrument that measures the dispositions needed to work with students from diverse backgrounds (Schulte, Edick, Edwards, & Mackiel, 2004; Schulte & Kowal, 2005). In response to this need, students in an educational administration doctoral level applied statistics course and a graduate level teacher education course worked together to develop and validate an assessment instrument that measures the dispositions practicing educators need to possess in order to work with students from diverse backgrounds. This article discusses the processes involved in the development and validation of the Diversity Dispositions Index (DDI): adopting a framework; developing items; providing evidence of content validity; conducting a pilot study; and analyzing data (DeVellis, 2003). (Contains 2 tables.) (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10