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ERIC Number: ED505459
Record Type: Non-Journal
Publication Date: 2003-Dec
Pages: 66
Abstractor: As Provided
Reference Count: 25
School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations
Moon, Tonya R.; Brighton, Catherine M.; Hertberg, Holly L.; Callahan, Carolyn M.; Tomlinson, Carol A.; Esperat, Andrea M.; Miller, Erin M.
National Research Center on the Gifted and Talented
In response to the numerous school reform initiatives being implemented, Sternberg proposed a theory of contextual modifiability stating that successful change in a school requires that the school be modifiable. Sternberg developed the School Characteristics Inventory (SCI), a 116-item Likert scale questionnaire, to assess schools' modifiability. The purpose of this study was to conduct a reliability and validity study on the instrument using data from a larger study on the effectiveness of innovations addressing academic diversity. Specifically, the SCI factor structure, item analyses, and validity evidence of the SCI were examined. Six factors (59 items) were extracted and rotated to simple structure, accounting for 42% of the variance across the factor solution. Internal consistency estimates were obtained to assess the reliability of these factors, with coefficient alphas ranging from a low of .76 to a high of .94. The present data give credence to the reliability and validity of the SCI and tentatively support the organizational modifiability construct theorized by Sternberg. One appendix is included: (1) School Characteristics Inventory Survey. (Contains 9 tables.)
National Research Center on the Gifted and Talented. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-4676. Tel: 860-486-4676; Fax: 860-486-2900; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Department of Education (ED)
Authoring Institution: National Research Center on the Gifted and Talented