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ERIC Number: EJ831161
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-1931-6569
The Development and Validation of the Diversity Dispositions Index
Schulte, Laura; Edwards, Sarah; Edick, Nancy
AASA Journal of Scholarship & Practice, v5 n3 p11-19 Fall 2008
The "No Child Left Behind Act" signed into law in 2002 requires school districts to hire highly qualified teachers who possess the necessary dispositions to ensure that all children learn (Center on Education Policy, 2002). The National Council for Accreditation of Teacher Education (NCATE) (2002) defines dispositions as "the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth." A review of the literature on administrator and teacher dispositions failed to identify a perceptual instrument that measures the dispositions needed to work with students from diverse backgrounds (Schulte, Edick, Edwards, & Mackiel, 2004; Schulte & Kowal, 2005). In response to this need, students in an educational administration doctoral level applied statistics course and a graduate level teacher education course worked together to develop and validate an assessment instrument that measures the dispositions practicing educators need to possess in order to work with students from diverse backgrounds. This article discusses the processes involved in the development and validation of the Diversity Dispositions Index (DDI): adopting a framework; developing items; providing evidence of content validity; conducting a pilot study; and analyzing data (DeVellis, 2003). (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A