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Validation of Scores from the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers

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Title: Validation of Scores from the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers
Language: English
Authors: Harrell-Williams, Leigh M., Lovett, Jennifer N., Lee, Hollylynne S., Pierce, Rebecca L., Lesser, Lawrence M., Sorto, M. Alejandra
Source: Journal of Psychoeducational Assessment. Apr 2019 37(2):194-208.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Program Validation, Scores, Secondary Education, Preservice Teachers, Self Efficacy, Statistics, Mathematics Teachers, Test Validity, Test Reliability, Rating Scales, Item Response Theory, Teacher Education Programs, Universities, Preservice Teacher Education, Mathematics Education, Common Core State Standards, Secondary School Mathematics
Geographic Terms: Alabama, Arizona, Georgia, Illinois, Indiana, Maryland, Michigan, Montana, New Jersey, North Carolina, Ohio, South Carolina, Texas, Utah
DOI: 10.1177/0734282917735151
ISSN: 0734-2829
Abstract: Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the "Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education" endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1208496
Database: ERIC
FullText Text:
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  Data: Validation of Scores from the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. Apr 2019 37(2):194-208.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/0734282917735151
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  Data: 0734-2829
– Name: Abstract
  Label: Abstract
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  Data: Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the "Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education" endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended.
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  Data: 2019
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  Data: EJ1208496
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    Identifiers:
      – Type: doi
        Value: 10.1177/0734282917735151
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 194
    Subjects:
      – SubjectFull: Program Validation
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Test Reliability
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      – SubjectFull: Rating Scales
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      – SubjectFull: Item Response Theory
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Universities
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      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Common Core State Standards
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Illinois
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      – SubjectFull: Michigan
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      – SubjectFull: Texas
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      – SubjectFull: Utah
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      – TitleFull: Validation of Scores from the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers
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