Examination of Measurement Invariance on a Framework for Observing and Categorizing Instructional Strategies

• In Event: Poster Session 4
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

A better understanding of children's preferences for specific pedagogical strategies can help educators, researchers, and policy makers intentionally tailor various programs such that they incorporate specific learning activities to attract students to and support their persistence in the STEM pipeline. However, simply confirming the relationship between children’s preferences for science and their future career choices is problematic, as an individual’s preferences are not fixed and may change over time. As such, we sought to develop a measure that invariantly captures student preference over a period of time: the Framework for Observing and Categorizing Instructional Strategies (FOCIS). We employed the FOCIS instrument over four semesters and confirm the measurement invariance on FOCIS in this paper.

Authors

• Ji Hoon Ryoo, University of Virginia

• Robert H. Tai, University of Virginia

• Claire Mitchell, University of Virginia

• Dingjing Shi, University of Virginia

• John Taylor Almarode, James Madison University

• Adam V. Maltese, Indiana University