Abstract

Adopting a constructivist perspective of adolescent development, we argue adolescents' perceptions of being known reflect teachers' authentic recognition of adolescents' multiple emerging identities. As such, adolescent perceptions of being known are a distinct factor associated with high school students' engagement in school. A mixed method approach (Phase 1 focus groups, N = 72, Phase 2 cross sectional survey, N = 890) guided the development and testing of an Adolescent Perception of Being Known Scale (A-PBKS). Here, we report on item development, item performance, convergent, divergent, and predictive validity as well as measurement invariance. We conclude the paper by outlining the promise research studying instructional moves through a developmental lens has for understanding teaching and learning in urban high schools.

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 19-36
Launched on MUSE
2012-05-18
Open Access
No
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