American Educational Research Association Research Articles

Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness

ABSTRACT Teacher education quality and effectiveness have been at the centre of policy discussions in the last decades. As part of efforts to improve teacher preparation, law 20.903 requires Chilean universities to design and apply diagnostic tests assessing the construct of their choice to all first-year preservice teachers. Based on these results, universities must design strategies to support their students. However, universities are facing challenges in implementing these tests, primarily due to the complexity, time and cost associated with developing high-quality tests. In collaboration with three universities, we developed three diagnostic tests: Social Thinking Test, Attitudes Towards Diversity Questionnaire, and Mathematics test for Teaching in Primary Education. Unlike many of the tests currently used by universities, these instruments were specifically designed to measure core teaching skills and attitudes defined by the national standards for Chilean teachers. To collect validity and reliability evidence, the tests were piloted with over 850 Chilean preservice teachers. Reliability was analysed using Cronbach’s alpha, with results ranging between 0.67 and 0.92. Validity was examined based on content and internal structure evidence. The analysis of content evidence indicated good coverage of the target domains as defined by the assessment frameworks, and internal structure results point towards the presence of multidimensionality in two of the three tests. This paper discusses the results of these pilot studies and how diagnostic tests that are constructed and analysed from the perspective of the standards (American Educational Research Association, American Psychological Association y National Council on Measurement in Education, 2014) can provide valuable information to improve the effectiveness of teaching education.

TEACHING PERFORMANCE OF ALTERNATIVE LEARNING SYSTEM MOBILE TEACHERS ASSIGNED IN DAVAO CITY COMMUNITY: METHODS AND STRATEGIES IN FOCUS

This study aims to discover the teaching performance of the Alternative Learning System Teachers assigned in Davao City community whose teaching methods and strategies are in focus. This study would somehow trace the significant role of ALS teachers in the institution as they communicate knowledge in a specific subject, help students grow to the fullest, develop a proper attitude, and unfold their personality. This notion of teachers is deemed universal and consistent all over the world. This study may help to develop different pedagogies and relationships between ALS teachers and to enhance teacher’s competence; achieving school goals to teachers performance in selected ALS schools in Davao City. This may also serve as the basis for improvement. Moreover, in the Philippine context, the Code of Ethics for Professional Teachers and the Philippine Professional Standards for Teachers specifically mandate educators to be equipped with technical and professional competence and possess dignity and reputation with high moral values. In other words, high standards are set for ALS teachers. According to American Educational Research Association (1999) unspoken pressure for them to continually put their best foot forward and maintain a dignified image in society. The criteria for selecting participants were specified and appropriate for this case study. The primary population for this case study originated from the Alternative Learning System teachers. The participants for this study were purposefully selected because, selecting the right participants and building working relationships with them can make or break a qualitative study. KEYWORDS: teaching performance, teachers, methods, strategies, alternative learning

A Vision for the Future of Learning

In this article, based on my Presidential Address for the 2022 American Educational Research Association (AERA) Annual Meeting, I offer some thoughts on the education and learning systems we need for the future. Specifically, I take up two core questions: (1) How do we organize education and learning systems for a multicultural democracy? (2) How do we build systems that transcend and transform how we have been doing “education” and that are designed to support rich and engaging learning and critical thinking skills and to fully educate young people in ways that honor their whole humanity, their developmental needs, and their families and communities? As I take up these questions, I draw on multiple pieces of research literature and craft a vision for the future of learning rooted in the hope of what is possible.

A Latent Class Analysis of Racial Terminology in Education Research: Patterns of Racial Classifications in AERA Journals

Education research commonly uses racial terminology but with little understanding of racial classification patterns across the field. In this study, we surface the use of racial terminology using a census of original research published in American Educational Research Association journals between 2009 and 2019. We do so as an ethical quantification exercise, seeking to further social justice goals by encouraging scholarship on racial terminology in education research. Using latent class analysis, we identify six classes of research ranging from about a third of articles that use almost no racial terminology to an eighth of articles that use terminology extensively. More recently published articles are more likely to be part of classes with extensive or narrow racial terminology usage and less likely to be in classes that are absent racial terminology. Qualitative research is more likely to use extensive racial terminology, and quantitative research is more likely to be absent of or narrowly use racial terminology. We conclude with recommendations for how future research can build off of these findings to address questions on how to authentically and purposefully use racial terminology in ways that reflect the complex ways people identify themselves to better situate education research to address racial inequality.

A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz

ABSTRACT In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged academic family tree, her research interests, and how her scholarship spread at home and abroad. Her knowledge creations: curriculum making, curriculum potential and curriculum encounters, are spotlighted. Her longstanding relationship with, and support of MOFET (Institute for Research and Curriculum Development in Teacher Education), which was founded Israel’s Ministry of Education, formed a seedbed for her knowledge utilization, knowledge mediation, and knowledge dissemination. Ben-Peretz’s career illuminates how she, as a pioneering female and founding citizen of Israel, made headway so that others, could follow in her footsteps. How to live optimistically, despite encountering barriers that would break others, is the legacy that Miriam Ben-Peretz left.

Epistemologies of Family: Intentionally Centering Relationality, Mutuality and Care in Educational Research

ABSTRACT This article resulted from an American Education Research Association (AERA) conference presentation that consisted of a dialogue between three scholar-siblings of color who use methodological pathways that intentionally center relationality, mutuality, and care in educational research. The authors do this work understanding that familial ways of knowing and being are resources that contribute to the survival and thriving of BIPOC communities in the face of white supremacist structures. The authors’ conversation discusses how they disrupt the white western gaze by relying on the critical mass of Black, Indigenous, and other scholars of color who refuse exploitive methods and, instead, charted new methodological pathways that (re)center cultural, familial, and tribal ways of knowing. Given the authors’ positionalities, the communities and families that collectively raised them, and the extended scholarly family who have nurtured and supported them in their efforts to push against extractive research practices, the authors attend to the ways knowledge is shaped at the intersections of race and gender. This dialogue contends that there are sophisticated knowledges, ways of knowing, and ways of being rooted in the experience of marginalized families caring for one another and fighting for each other’s rights.

The Extent to Which Textbooks Fulfill the Requirements of Digital Transformation in Accounting and Auditing

Purpose: The study aimed to determine how well textbooks meet the demands of accounting industries' transition to the digital age. To determine how well texts, meet the needs of auditing industries' growth to the digital age and to investigate the extent to which the books fulfill the requirements for digital transformation in accounting and auditing.   Theoretical framework: The study's theoretical framework depended on an analysis of the past reviews done by researchers in their literature reviews. It was to show if the textbooks met the demands of a smooth transition of workers from the traditional to the digital age in the accounting and auditing fields. Many past reviews by researchers concluded that textbooks are among the top three resources used in both departments depending a lot on books.   Methodology: The methodology used was content analysis, where 21 sources were reviewed. Literature research dates back to the 1960s, but critical articles were chosen from 2018 to the present, considering the advancement in technology and computers, which have impacted the world in numerous ways. Computers are fast, easy, and reliable, but textbooks are still the traditional source of information used in many curriculums across continents. The American Educational Research Association's journals (ERIC) database was used. References found online through Google Scholar and JSTOR searches and reference lists from the digitalization of accounting and auditing periodicals were also used.   Findings: The findings from the 21 sources included all of the textbooks that had IT-related topics on accounting. The research suggested a slight emphasis on IT developments in management accounting, auditing fields, and financial accounting, which is consistent with our assumptions. Only 5 of the chosen textbooks in financial accounting addressed IT-related topics. The general coverage of IT advancements in the selected auditing textbook examples differs significantly from that of financial accounting and management accounting textbooks. In the past, it has been expected that most auditing textbooks will at least address computer-assisted audit techniques and technologies (CAAT).   Research, practical and social implications: Considering the social implications and the practicality of the research, stakeholders and government agencies should push for policies that would ensure a proper transition to digitization for all its citizens to understand their work better.   Originality/value: The novelty and worth were evaluated. Twenty-one books on financial accounting, managerial accounting, and auditing make up the sample. According to actual research, technology improvements and related topics are rarely covered in accounting degrees. Evidence from this study's analysis of the relevant literature indicates that accounting and auditing schools' textbooks ought to devote more time to IT-related issues

Developing a Culturally Competent Neuropsychological Battery for Diagnosis of Dementia in Arabic-Speaking Patients in the United States.

In adherence to the American Educational Research Association (AERA) guidelines on culturally informed testing practices, this paper aims to review a suggested battery of tests that is linguistically and culturally appropriate for Arabic-speaking patients and to inform the reader of the varied characteristics of the Arab world to aid in providing a culturally informed neuropsychological evaluation. Test instruments in Arabic were identified through systematic searches of PubMed and Google Scholar, U.S.-based website searches in Arabic and French, and in consultation with Arabic-speaking cultural brokers. A battery assessing cognitive domains and mood was assembled using core measures that were developed using appropriate translations, cultural adaptations, and include normative data of Arabic-speaking individuals. Supplemental measures that can be administered using translated instructions and English normative data are also identified. The rationale for test selection and clinical utility, including strengths and limitations of the proposed measures is presented. Given the large number of Arab Americans residing in the United States combined with the dearth of Arabic speaking neuropsychologists, it is essential that non-Arabic speaking neuropsychologists educate themselves regarding culturally informed practices to better service this growing community.

Process and Product in Computer-Based Assessments

Abstract: There is no consensus among assessment researchers about many of the central problems of response process data, including what is it and what is it comprised of. The Standards for Educational and Psychological Testing ( American Educational Research Association et al., 2014 ) locate process data within their five sources of validity evidence. However, we rarely see a conceptualization of response processes; rather, the focus is on the techniques and methods of assembling response process indices or statistical models. The method often overrides clear definitions, and, as a field, we may therefore conflate method and methodology – much like we have conflated validity and validation ( Zumbo, 2007 ). In this paper, we aim to clear the conceptual ground to explore the scope of a holistic framework for the validation of process and product. We review prominent conceptualizations of response processes and their sources and explore some fundamental questions: Should we make a theoretical and practical distinction between response processes and response data? To what extent do the uses of process data reflect the principles of deliberate, educational, and psychological measurement? To answer these questions, we consider the case of item response times and the potential for variation associated with disability and neurodiversity.

The Evolution of the Field of Learning Environments Research

This article reviews half a century of remarkable expansion and internationalisation in the field of learning environments research, including milestones such as the creation of the American Educational Research Association’s Special Interest Group on Learning Environments and Springer’s Learning Environments Research: An International Journal. Several widely used, extensively validated and economical questionnaires for assessing learning environments (e.g., What Is Happening In this Class? WIHIC) are discussed. A review of research identifies how learning environment researchers have generated robust knowledge about how to improve student outcomes through creating positive learning environments; demonstrated the value of including learning environment dimensions as process criteria of effectiveness when evaluating educational programmes and teaching methods; and provided teachers with straightforward approaches to use in action research aimed at improving their students’ learning environments. To facilitate and motivate future research and practical applications, the 56-item WIHIC is included in an appendix, and some newer and emerging lines of research are identified (e.g., cross-national studies; the physical environments of educational buildings and learning spaces; and advances in methods of statistical analysis for learning environment studies).

In Dialogue: Mapping Our Truths—Envisioning the Future of Multimodal Research for Racial Justice

With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodologies facilitate access, equity, and hope in education and educational research.

Editor’s Introduction

Introduction| June 01 2023 Editor’s Introduction: What Does This Moment Ask of Me? Kakali Bhattacharya Kakali Bhattacharya Kakali Bhattacharya is an award-winning professor at the University of Florida housed in the Research, Evaluation, and Measurement Program. Substantively, she explores transnational issues of race, class, and gender in higher education. Her work has made spaces in interdisciplinary de/colonizing work and qualitative research where creativity and contemplative approaches are legitimized and seen as gateways for cultivating depth, integrity, expansive inquiry, and discovering critical insights.She is the 2022 winner of the American Educational Research Association’s (AERA) inaugural Guba award for Outstanding Contributions to Qualitative Research from the Qualitative Research Special Interest Group (SIG). She is the 2018 winner of AERA’s Mid-Career Scholar of Color Award. Her co-authored text with Kent Gillen, Power, Race, and Higher Education: A Cross-Cultural Parallel Narrative, has won a 2017 Outstanding Publication Award from AERA (SIG 168) and a 2018 Outstanding Book Award from the International Congress of Qualitative Research. Search for other works by this author on: This Site PubMed Google Scholar Departures in Critical Qualitative Research (2023) 12 (2): 1–4. https://doi.org/10.1525/dcqr.2023.12.2.1 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Kakali Bhattacharya; Editor’s Introduction: What Does This Moment Ask of Me?. Departures in Critical Qualitative Research 1 June 2023; 12 (2): 1–4. doi: https://doi.org/10.1525/dcqr.2023.12.2.1 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentDepartures in Critical Qualitative Research Search When the noise of the day winds down, and I am taking stock of things at night, I ask myself if I have done everything I could to meet the moments of my day from a place of possibilities, expanded consciousness, generosity of spirit, and generativity. I confess that I am unable to do all of these things consistently. But taking stock of how I met the moments allows me to understand why I do the work that I do and where I have to do more work. At this moment, the world remains simultaneously in many forms of crisis and possibilities. In my home state of Florida, a bill, HB 999, will be passed that challenges academic freedom in higher education and is poised to remove faculty governance in hiring our colleagues. The bill attacks diversity, equity, and inclusivity as radical, leftist propaganda, creating multiple barriers to doing this... You do not currently have access to this content.

Sociodemographic, cultural, linguistic, and test selection considerations for clinical neuropsychological assessment with Japanese and Japanese-American patients in the United States

Objective: Japanese-Americans are the sixth largest Asian ethnicity in the United States and represent a highly heterogeneous population. Despite representing a large and diverse group, relatively little attention has been paid to clinical best practices for working with this population in the West, particularly for Japanese speakers and issei (first-generation in the United States). This paper offers guidance for providing competent neuropsychological services to Japanese-Americans. Method: Pertinent facets of Japanese culture are presented within the context of the ECLECTIC framework (education and literacy, culture and acculturation, language, economics, communication, testing situation: comfort and motivation, intelligence conceptualization, and context of immigration; Fujii, 2018). The available literature on clinical neuropsychological tests that are translated into Japanese and normed with Japanese samples was reviewed. Results: Specific recommendations for clinicians providing neuropsychological services to Japanese-Americans are presented with an aim of maximizing test fairness by addressing the following issues: comfort with the testing situation, test biases, accessibility, and validity (American Educational Research Association et al., 2014). Additional recommendations for the use of teleneuropsychology; working with geriatric, pediatric, and multiracial populations; and providing useful recommendations and feedback from clinical assessment are provided. Measures that are appropriately translated and/or adapted for use with Japanese populations are presented by cognitive domain to assist clinicians with test selection. Conclusions: This paper provides concrete recommendations for Western neuropsychologists working with patients of Japanese descent in order to address the current gap in cultural competence among clinicians when working with this heterogeneous population.

AERA OTL 2022 Special Issue Introduction

The American Educational Research Association (AERA) is a research society that “strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good” (2022). The association aims to encourage educational research studies and promote the practical implications of research findings. With 12 divisions and more than 150 special interest groups (SIGs), AERA provides advanced information to generate connections across practitioners, the field’s leading researchers, and policymakers. AERA includes more than 25,000 members from 85 countries, including faculty, researchers, evaluators, graduate students, university deans, research directors, and higher education administrators.In 2022, the AERA annual meeting was both place-based in San Diego, California, and virtual, with the theme of “Cultivating Equitable Education Systems for the 21st Century”. As an influential special interest group (SIG) of AERA, the Online Teaching and Learning (OTL) SIG provides 200-plus members an informative platform to discuss and disseminate challenges and possibilities relating to online learning and teaching. For more information on OTL visit http://www.aera.net/SIG035/Online-Teaching-and-Learning-SIG-35.SIG OTL and the Online Learning Consortium (OLC) have maintained a long-standing collaboration to advance the theory and practice of online, blended, and digital learning. Since 2016, the Online Learning journal (OLJ), the official journal of OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. The 10 papers selected for this issue represent diverse voices of educators and professionals sharing rigorous research and innovative topics using an array of research methods. They are arranged into three major categories: students’ cognitive and behavioral strategies in online environments; theoretical and practical implications of online learning and community; and students’ online learning experiences.

Bridging Educational Change and Social Justice: A Call to the Field

The education research community, both within the American Educational Research Association (AERA) and beyond, could and should play a critical role in fundamentally transforming educational institutions and systems. Given its complexity, transformative change in education is best undertaken as a collective endeavor. Yet for researchers to be a valuable resource in educational transformation, we will need to bridge knowledge across subfields that currently have limited interaction. Through two illustrative examples, we demonstrate the need to link knowledge on educational change with knowledge on how to create more equitable, anti-racist, and decolonized spaces for formal and informal learning. While operating in different spaces and initiated at different entry points, the two change efforts exemplify a common set of commitments and actionable pathways for achieving transformational change. This article is a call to action for researchers to join together in supporting educational transformation that fundamentally challenges the inequitable arrangements persisting in educational organizations characterized by systemic racism and colonialism. Bridging knowledge bases and being accountable to serve and support communities and their intersectional identities are essential to making deep, scalable changes in education that promote social justice.

The scholarship of teaching and learning: Understanding the concept and its application in academic programs and emergency management.

For years, education has gone through transformation and incorporated innovation to improve the effectiveness of teaching and learning. The scholarship of teaching and learning (SoTL) is one such activity that transforms and innovates education to engineer effectiveness. SoTL is internationally accepted and applied in Education, Psychology, Management Science, Chemistry, History, English, Sociology, Communication Studies, Mathematics, Engineering, Medicine, and Interdisciplinary Programs with a growing interest in Emergency Management and Homeland Security (EMHS). In relation to the EMHS programs, the Federal Emergency Management Agency (FEMA) SoTL Special Interest Group members have participated in the American Educational Research Association annual meetings and then shared the relevance of the SoTL concept with the EM scholars, researchers, and practitioners at the FEMA Higher Education programs.1-4 Thus, the concept of SoTL cuts across academic barriers with methodological pluralism in educational practice. In addition, the success of SoTL has been driven with the publication of two edited volumes of Carnegie Scholars' works: (1) Opening Lines: Approaches to the Scholarship of Teaching and Learning5 and (2) Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground.6 However, even with these advances, there are some concerns about SoTL critiques. One such critique comes from Boshier who asserts that SoTL is a difficult academic concept to be accepted by the academic community.7 Criticisms -notwithstanding, there are many benefits due to SoTL. Its future is bright and encouraging as nations benefit from SoTL's educational transformative and innovative power.

The Think-Aloud Observation Protocol: Developing a Literacy Instruction Tool for Teacher Reflection and Growth

Reading and writing instruction involve teachers guiding students to take on the actions and thinking processes of readers and writers. Think-alouds and write-alouds are research-supported strategies that promote student growth and achievement. Although professional development strategies are outlined in the research literature on using think-alouds for reading and writing instruction, an observation tool that could be used to support teacher reflection and growth was not previously available. Through a developmental, validation process, we created the Think-Aloud Observation Protocol for both reading and writing instruction that has been tested for classroom observations of both in-service and pre-service teachers and follows the rigorous American Education Research Association’s (AERA) Standards for Educational and Psychological Testing. The Think-Aloud Observation Protocol supports a reflective stance so that teachers could determine specific ways to improve their use of think-alouds in literacy instruction.

Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV

There has been little research investigating the predictive validity of modern intelligence tests for racially and ethnically diverse students. The validity of test score interpretation within educational and psychological assessment assumes that test scores predict educationally relevant phenomena equally well for individuals, regardless of group membership (American Educational Research Association et al., 2014; Messick, 1995; Warne et al., 2014). We used multiple group latent variable structural equation modeling (SEM) to investigate Cattell-Horn-Carroll general (g) and broad cognitive abilities on reading and mathematics achievement and whether these differed between racial (African American, Asian, and Caucasian) and ethnic (Hispanic, non-Hispanic) children and adolescents within the Woodcock-Johnson IV norming sample (N = 3127). After establishing construct equivalence across racial and ethnic groups, supporting the consistent calculation of composite scores regardless of group membership, we then examined the predictive validity of intelligence on achievement. After controlling for parent education, findings suggested two instances of differential predictive relations: (a) general intelligence had larger influences on basic reading skills for Caucasians when compared to Asian peers, and (b) comprehension-knowledge had larger influences on basic reading skills for Asians when compared to Caucasian peers. The overall pattern of findings suggests there is little to no predictive bias with the WJ IV. However, the findings indicate that when latent mean differences exist (after establishing strong factorial invariance), then bias will be introduced into the estimation of regression parameters used to identify differential predictive validity. Thus, even when measurement invariance is supported, differential prediction bias is inevitable when there are mean differences in the scores used as predictors. Future test bias research should consider latent ability differences and how that may impact findings of bias, and possibly, socioeconomic status-related indicators when assessing for measurement or prediction bias in intelligence and achievement tests.

Physical education: a reflection on subject status, the critical, and the wellbeing agenda

ABSTRACT This article is based on a lecture given as a result of the Catherine D. Ennis Outstanding Scholar Award 2021, presented by the American Educational Research Association (AERA) special interest group for Research on Learning and Instruction in Physical Education. It is a reflection on the field of physical education, beginning with an argument that issues of low status continue to impact practices, even while the wellbeing agenda intensifies. I then reflect on research in the field of physical education and argue that inquiries can be thought of as broadly belonging to one or more of three different areas: intervention research, pedagogical research and critical research. I argue that these areas have different agendas and different ontologies, which produce particular responses to the issues of low status and the wellbeing agenda. I draw on some of my own current work in mental health education to argue that we need to keep an educative approach to the fore if we want to continue to contest the low status of physical education, and respond to the wellbeing agenda.

An important component to investigating STEM persistence: the development and validation of the science identity (SciID) scale

BackgroundScience, technology, engineering, and mathematics (STEM) influence almost every aspect of our daily lives. However, despite the high demand for STEM occupational talent, the STEM pipeline continues leaking, with less than one-sixth of high school students pursuing STEM majors and only 50% of entering STEM college majors matriculating into STEM fields. Science identity has been identified as the most powerful predictor of high school students pursuing an undergraduate STEM major as reported by Chang (Machine learning approach to predicting STEM college major choice, American Educational Research Association (AERA), San Francisco, 2020). Though the construct is gaining lots of attention, it remains largely ill-defined, not operationalized at the high school level, and not based upon traditional identity theory. The purpose of this study was to develop a valid and reliable instrument that measures high school students’ science identity, the Science Identity (SciID) Scale.ResultsSubject experts and a small group of high school students provided content validation for the proposed scale. Exploratory factor analysis revealed an optimal two-factor solution, reflecting the traditional two-dimensions of identity theory: Exploration and Commitment. Cronbach’s alpha revealed good internal consistency for both factors. Finally, structural equation modeling confirmed the convergent validity of the instrument with the external variables of science achievement and science career interest. Furthermore, the divergent validity between science identity and science self-concept was also confirmed.ConclusionsInitial results indicate that the SciID Scale is a valid and reliable instrument that accurately measures a high school student’s standing on this construct. The soundness of this instrument will enable policy makers and practitioners to design more effective intervention programs aimed at cultivating high school students’ science identity.