Extending the Short Critical Consciousness Scale: Measuring Critical Action Among K–8 In-Service Teachers

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Abstract

This study examines the Short Critical Consciousness Scale (ShoCCS; Diemer et al., 2022) for assessing critical action in K–8 in-service teachers. While initially developed for middle and high school students, we adapted the Critical Action subscale to include seven items focused on classroom-based practices. Rasch analysis of responses from 64 teachers revealed strong person reliability and person separation, indicating that the adapted scale effectively distinguishes teachers based on their critical actions in the classroom. Findings support the extension of ShoCCS action scale for use with educators and contribute to discussions on teacher agency, teaching grounded in a critical perspective, and adapting measures for use in different contexts than originally designed.

Authors

• Shannon O. Sampson, University of Kentucky

• Susan Cantrell, University of Kentucky

• Olukemi Olubunmi Kolawole, University of Kentucky

• Kristen H. Perry, University of Kentucky