School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations

Tonya R. Moon
Catherine M. Brighton
Holly L. Hertberg
Carolyn M. Callahan
Carol A. Tomlinson
Andrea M. Esperat
Erin M. Miller

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.

Reference:

Moon. T. R., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Tomlinson, C. A., Esperat, A. M., & Miller, E. M. (2003). School characteristics inventory: Investigation of a quantitative instrument for measuring the modifiability of school contexts for implementation of educational innovations (RM03182). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations
Tonya R. Moon
Catherine M. Brighton
Holly L. Hertberg
Carolyn M. Callahan
Carol A. Tomlinson
Andrea M. Esperat
Erin M. Miller
 

Conclusions

  1. Since different schools and organizations have different reform needs, an examination of school context may be necessary before implementing an educational innovation.
  2. Important factors that affect a school’s modifiability include school climate, group trust, group openness, instructional leadership, parent involvement, and high expectations for student achievement.
  3. The School Characteristics Inventory seems promising as an instrument for measuring the modifiability of a school in regards to adopting and sustaining an educational innovation.
  4. The School Characteristics Inventory assessment could key administrators into particular areas of a school culture that are fragmented or that need to be emphasized prior to undergoing school reform.