Comprising survey data from 225 U.S. educators on their self-efficacy for equity-centered teaching, which merges Universal Design for Learning and Culturally Sustaining Pedagogies. It includes items from a novel scale and two validation scales measuring teacher attitudes toward inclusion and social justice beliefs.
Use Cases
- Analyze the relationship between scores on the novel Equity-Centered Teaching self-efficacy scale and the Teacher Attitudes Toward Inclusion Scale (TATIS) items.
- Examine the distribution of responses to the Learning to Teach for Social Justice-Beliefs (SJB) scale items across educator demographics like K-12 vs. postsecondary setting.
- Apply Item Response Theory to the 225 survey responses to validate the psychometric properties of the novel self-efficacy scale items.
- Investigate potential correlations between self-efficacy scores and sample demographics, such as the 72% female and 80% white respondent composition.
Strengths
- Data from 225 educators provides a sample for psychometric analysis.
- Includes a novel scale validated using Item Response Theory methodology.
- Convergent validity evidence is provided via two established scales (TATIS and SJB).
- Sample is defined with clear inclusion criteria: U.S.-based educators in K-12 or postsecondary settings.
Limitations
- Sample size of 225 may limit statistical power for complex subgroup analyses.
- Sample demographics (80% white, 72% female) may not be nationally representative and limit generalizability.
- Data is cross-sectional, capturing attitudes at a single point in time.
Provenance
- Source
- ICPSR Harvested Dataverse
- Collection Method
- Survey of 225 U.S. educators meeting specific inclusion criteria.
- Time Range
- null
- Freshness
- null
- Geography
- United States