Investigating Measurement Invariance in the Content-Language Integrated Education for Multilingual Learners Scale

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Abstract

This study validates a scale assessing teachers’ critical awareness for MLs in content classrooms based upon 458 U.S. teacher responses. Using categorical multiple-group CFA approach, we evaluate measurement invariance across roles and grade-levels. We conduct a simulation study to examine the utility of alternative model fit statistics and cut-off values.

Authors

• Jung Yeon Park, George Mason University

• Sujin Kim, George Mason University

• xiaowen chen, George Mason University