Design Principles for Improving Practice with Instructional Coaching
Category: Teacher and Leader Development
Instrument Overview
The Multicultural Efficacy Scale (MES) measures teachers' multicultural efficacy and the multicultural teacher education dimensions of intercultural experiences, minority group knowledge, attitudes about diversity, and knowledge of teaching skills in multicultural settings. Subscore(s): Teacher experience with diversity; General knowledge about diversity; Efficacy with diversity; Instructional knowledge; Attitudes about diversity
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Keywords
Schooling ; Teaching ; Culturally Responsive Teaching ; Teacher Self-Efficacy ; Teacher Knowledge ; Teacher experience with diversity ; General knowledge about diversity ; Efficacy with diversity ; Instructional knowledge ; Attitudes about diversity
Languages
English
Respondent
Teacher
Administration Information
Length
35 items
Administration
Computer,
Paper
Access and Use
Open Access
Yes
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
Guyton, E. M., & Wesche, M. V. (2005). The multicultural efficacy scale: Development, item selection, and reliability. Multicultural Perspectives, 7(4), 21-29. https://www.tandfonline.com/doi/abs/10.1207/s15327892mcp0704_4
Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018). Promoting cultural responsivity and student engagement through double check coaching of classroom teachers: An efficacy study. School Psychology Review, 47(2), 118-134. https://www.tandfonline.com/doi/abs/10.17105/SPR-2017-0119.V47-2?journalCode=uspr20
Groulx, J. G., & Silva, C. (2010). Evaluating the development of culturally relevant teaching. Multicultural Perspectives, 12(1), 3-9. https://www.tandfonline.com/doi/abs/10.1080/15210961003641120
