Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito
FrancoAngeli Journals

Saggi e ricerche

V. 7 N. 1 (2022): Processi Trasformativi e Sostenibili nei Contesti Educativi e Formativi. Per lo Sviluppo di una Pedagogia Impegnata

La Student Measure of Culturally Responsive Teaching scale: adattamento e validazione per il contesto universitario italiano

DOI
https://doi.org/10.3280/exioa1-2022oa13935
Inviata
20 aprile 2021
Pubblicato
09-06-2022

Abstract

L’articolo presenta le prime evidenze sull’adattamento e la validazione italiana dello Student Measure of Culturally Responsive Teaching volto a misurare le percezioni delle studentesse e degli studenti universitari sulle pratiche didattiche attente alla dimensione culturale in aula. Tale strumento è stato somministrato ad un campione di 336 studentesse e studenti iscritti all’Università di Siena. I dati raccolti hanno permesso di condurre l’analisi fattoriale esplorativa dello strumento, confermando la struttura trifattoriale. La consistenza interna dello Student Measure of Culturally Responsive Teaching e dei fattori emergenti è stata misurata attraverso l’alpha di Cronbach i cui risultati suggeriscono che la versione italiana di tale strumento presenta una buona consistenza interna ed un buon livello di affidabilità anche rispetto alle sue componenti.

Riferimenti bibliografici

  1. Au, K. (2009). Isn’t culturally responsive instruction just good teaching?. Social Education, 73.4, 179-183.
  2. Bartlett, M. S. (1954). A note on the multiplying factors for various χ 2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 296-298.
  3. Bosco, N., Giampaolo, M., & Orefice, C. (2020). Noi e loro. Un’indagine esplorativa sulle rappresentazioni degli insegnanti in contesti scolastici multiculturali. Educational Reflective Practices, 1, 132-145, doi: 10.3280/ERP2020-001007.
  4. Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and well-being researchers? International journal of qualitative studies on health and well-being, 9, doi: 10.3402/qhw.v9.26152.
  5. Castaneda, C. R. (2004). Teaching and learning in diverse classrooms. Routledge-Falmer.
  6. Cattell, R. B. (1966). The scree test for the number of factors. Multivariate behavioral research, 1.2, 245-276.
  7. Chang, M. J., Denson, N., Sáenz, V., & Misa, K. (2006). The educational benefits of sustaining cross-racial interaction among undergraduates. The Journal of Higher Education, 77.3, 430-455, doi: 10.1353/jhe.2006.0018.
  8. Coryell, J. E., Cinque, M., Fedeli, M., Lapina Salazar, A., & Tino, C. (2021). University Teaching in Global Times: Perspectives of Italian University Faculty on Teaching International Graduate Students. Journal of Studies in International Education, doi: 10.1177/1028315321990749.
  9. Dickson, G. L., Chun, H., & Fernandez, I. T. (2016). The development and initial validation of the student measure of culturally responsive teaching. Assessment for Effective Intervention, 41.3, 141-154.
  10. Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo. Per una formazione situata. Carocci.
  11. Fabbri, L. & Melacarne, C. (2020). Learning and de-learning in everyday life. A case study of an Italian multiethnic district. Educational Reflective Practices, 1, 18-54, doi: 10.3280/ERP2020-001002.
  12. Fabbri, L., & Romano, A. (2017). Metodi per l’apprendimento trasformativo. Carocci.
  13. Gay, G. (2013). Teaching to and through cultural diversity. Curriculum inquiry, 43.1, 48-70, doi: 10.1111/curi.12002.
  14. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers college press.
  15. Ginsberg, M. & Wlodkowski, R. (2009). Diversity and Motivation: Culturally Responsive Teaching in College. Jossey-Bass.
  16. Guy, T. C. (1999). Culture as Context for Adult Education: The Need for Culturally Relevant Adult Education. New directions for adult and continuing education, 82, 5-18.
  17. Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press, U.S.A.
  18. Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.) (2009). Adapting educational and psychological tests for cross-cultural assessment. Taylor and Francis e-library.
  19. Hu, S., & Kuh, G. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44.3, 320-334.
  20. Huang, Y. (2019). Undergraduate students’ perceptions of culturally responsive teaching and their sense of belonging and academic self-efficacy in higher education (retrieved on February 2021 from: https://www.semanticscholar.org/paper/Undergraduate-Students%E2%80%99-Perceptions-of-Culturally-Huang/f0896baec68cd4699c0964b7c32e67745efa85ce).
  21. James, C. E., & Wood, M. (2005). Multicultural education in Canada: Opportunities, limitations and contradictions. In C.E. James (Ed.). Possibilities and limitations: Multicultural policies and programs in Canada (pp. 93-107). Fernwood.
  22. Jones, E. B. (2004). Culturally relevant strategies for the classroom. In A.M. Johns & M. K. Sipp (Eds.). Diversity in college classrooms: Practices for today’s campuses (pp. 51-72). University of Michigan Press.
  23. Kaiser, H. F. (1970). A second generation little jiffy. Psychometrika, 35, 401-415.
  24. Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
  25. Kramlich, D. & Romano, A. (2020). Leveraging (the potential of) the multiethnic classroom: Using the constructs of cultural humility and safety to provide belonging for Cross Cultural Kid (CCK) refugees. Educational Reflective Practices, 1, 146-178, doi: 10.3280/ERP2020-001008.
  26. Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: a critical review of selected models. Canadian Journal of Higher Education, 37.3, 27-49.
  27. Orefice, C., Betti, M. & Bosco, N. (2019). Processi di inclusione e di esclusione nelle scuole multiculturali. Un’indagine preliminare nel territorio toscano. Comparative Cultural Studies - European and Latin American Perspectives, 4.8, 83‐92.
  28. Rhodes, C. M. (2017). A validation study of the Culturally Responsive Teaching Survey. Universal Journal of Educational Research, 5.1, 45-53, doi: 10.13189/ujer.2017.050106.
  29. Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and teacher education, 23.7, 1086-1101.
  30. Sperber, A. D., Devellis, R. F., & Boehlecke, B. (1994). Cross-cultural translation: methodology and validation. Journal of cross-cultural psychology, 25.4, 501-524.
  31. Tyupa, S. (2011). A theoretical framework for back-translation as a quality assessment tool. New Voices in Translation Studies, 7.1, 35-46.
  32. Walker, R., & McPhee, R. (2022). Transforming First Nations Individual and Community Realities: Reflections on a Decolonizing Higher Education Project. In A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin-Jackson, M. Welch, & M. Misawa (a cura di), The Palgrave handbook of learning for transformation (pp. 254-277). Palgrave Macmillan
  33. Yanaprasart, P., & Lüdi, G. (2018). Diversity and multilingual challenges in academic settings. International Journal of Bilingual Education and Bilingualism, 21.7, 825-840, doi: 10.1080/13670050.2017.1308311.

Metriche

Caricamento metriche ...