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<p>This study focuses on the adaptation and initial validation of the Assessment of Culturally and Contextually Relevant Supports (ACCReS) scale, originally developed in the United States, in the Colombian context. Recognizing the need to promote culturally responsive teaching in Colombia, this research seeks to bridge the gap between global and local approaches to equity in education. The ACCReS scale was translated into Spanish, reviewed for contextual relevance, and administered to a sample of 306 Colombian teachers. Exploratory factor analysis identified two primary dimensions: Equitable Classroom Practices (ECP) and Accessing Information and Support (AIS), diverging from the three-factor model observed in the U.S. context. While internal consistency was strong for both dimensions, the third factor from the U.S. version, Consideration of Culture and Context (CCC), did not distinctly emerge, reflecting unique cultural and institutional factors in Colombian education. Findings underscore the potential of the ACCReS scale to evaluate and inform culturally responsive practices in Colombia, while highlighting the need for further adaptation and research to address local educational challenges. These results offer a foundation for improving teacher training and fostering inclusive learning environments.</p>

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The Adaptation and Initial Validation of a Culturally Responsive Teaching Scale for Use with Colombian Teachers

  • 期刊论文

  • 发表日期：

    2026年6月20日

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  • Juan Hernandez,
  • Javier Alejandro Corredor,
  • Lindsay M. Fallon,
  • Andry Bustamante Barreto

摘要

This study focuses on the adaptation and initial validation of the Assessment of Culturally and Contextually Relevant Supports (ACCReS) scale, originally developed in the United States, in the Colombian context. Recognizing the need to promote culturally responsive teaching in Colombia, this research seeks to bridge the gap between global and local approaches to equity in education. The ACCReS scale was translated into Spanish, reviewed for contextual relevance, and administered to a sample of 306 Colombian teachers. Exploratory factor analysis identified two primary dimensions: Equitable Classroom Practices (ECP) and Accessing Information and Support (AIS), diverging from the three-factor model observed in the U.S. context. While internal consistency was strong for both dimensions, the third factor from the U.S. version, Consideration of Culture and Context (CCC), did not distinctly emerge, reflecting unique cultural and institutional factors in Colombian education. Findings underscore the potential of the ACCReS scale to evaluate and inform culturally responsive practices in Colombia, while highlighting the need for further adaptation and research to address local educational challenges. These results offer a foundation for improving teacher training and fostering inclusive learning environments.