Integrating Multiple Perspectives in Validating Measures of Culturally Responsive Schooling

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Abstract

This paper investigates validating measures of culturally responsive schooling using data collected from multiple stakeholder perspectives. A discussion of how to integrate the various perspectives, along with the data themselves is provided. Data come from over 2000 stakeholders across 120 schools. The results indicate that multiple perspectives are needed.

Authors

• LISA A. A KELLER

• Stella Kim, University of North Carolina at Charlotte

• Jonathan Supovitz, University of Pennsylvania

• Constance Lindsay, University of North Carolina at Chapel Hill