An investigation of African American and European American students' perception of teaching behavior |
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| Affiliation: | 1. Department of Counseling and Human Development, University of Louisville, Louisville, KY, USA;2. Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville, Louisville, KY, USA;1. University of Oregon, 5262 University of Oregon, Eugene, OR 97403, United States;2. Southern Methodist University, United States;1. University of Pennsylvania, United States;2. Baylor University, United States;3. Education Development Center, Inc., Waltham, MA, United States;1. Division of Learning, Development, and Diversity, Faculty of Education, The University of Hong Kong, Hong Kong;2. Department of Curriculum and Instruction, The Education University of Hong Kong , Hong Kong;3. Division of Information Technology Studies, Faculty of Education, The University of Hong Kong, Hong Kong |
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| Abstract: | Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among European American high school students using exploratory factor analysis and, subsequently, cross-validate using confirmatory factor analysis based on African American student data. Results supported reconceptualizing the scale according to a three-factor model in both groups. Implications related to the interpretation and use of scores are discussed. |
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