A School-Based Measure of Culturally Responsive Practices

Mustafa Asil* (Corresponding Author)

*Corresponding author for this work

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Abstract

This study aimed to address a gap in current research on cultural responsiveness by introducing the Culturally Responsive Practices for Māori Scale (CRPMS), a self-report instrument designed to measure schools’ culturally responsive practices in relation to Māori students. Within this paper, the development and analysis of the factorial structure and psychometric properties of the CRPMS are presented. The validity evidence findings from this study supported the utility of the CRPMS as a measure of cultural responsiveness for mainstream English-speaking New Zealand schools. Potential uses and applications of the CRPMS by researchers and educational stakeholders are discussed
Original languageEnglish
Article number17
Number of pages8
JournalFrontiers in Education
Volume2
Issue number17
DOIs
Publication statusPublished - 17 May 2017

Bibliographical note

Acknowledgements: The author wish to acknowledge the support and contributions of Alison Gilmore, Denise Quinlan, and NMSSA project team and thank all principals, teachers, and students who participated in the 2014 NMSSA study.

Funding: The National Monitoring Study of Student Achievement (NMSSA) project is funded by the Ministry of Education, New Zealand.

Copyright: © 2017 Asil. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Keywords

  • Maori
  • cultural responsiveness
  • diversity
  • equity
  • inclusiveness

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