Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom

Abstract

ABSTRACT Educational researchers have offered a number of different measures to explore the use of equity pedagogies. Such measures traditionally use teacher self-report as the primary metric and few investigate from the student perspective. This exploratory psychometric article details the use of a new instrument, the Asset-Based Equity Pedagogy Scale (ABEPSc), that captures the student perceptions of three constructs, one of which is criticality, which is overlooked in the existing survey instruments. The initial validation process is outlined. Using QuantCrit as a guide, we argue that this scale offers a new way to understand approaches to instruction, teacher expectations, care, and the pursuit of criticality in the classroom.