Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators
IntroductionThis study investigates the measurement invariance of a survey assessing perceptions of STEM professional development (PD) resources among rural and non-rural educators. Social validity theory provides the framework for examining four constructs: feasibility, usability, appropriateness,...
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1591267/full |
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| author | Angela Crawford Angela Starrett |
| author_facet | Angela Crawford Angela Starrett |
| author_sort | Angela Crawford |
| collection | DOAJ |
| description | IntroductionThis study investigates the measurement invariance of a survey assessing perceptions of STEM professional development (PD) resources among rural and non-rural educators. Social validity theory provides the framework for examining four constructs: feasibility, usability, appropriateness, and local relevance.MethodsUsing a mixed-methods approach, we conducted multi-group confirmatory factor analysis to test for configural, metric, scalar, and strict invariance. We also conducted a qualitative thematic analysis of open-ended responses to provide contextual insights and nuance.ResultsResults indicate full measurement invariance, supporting the validity of cross-group comparisons. Quantitative analyses show that rural educators rated PD resources significantly higher in feasibility and appropriateness, while no significant differences emerged for usability or local relevance. Thematic analysis revealed that rural teachers more frequently emphasized professional learning benefits and expressed more positive sentiment toward PD resources.DiscussionThese findings highlight the importance of designing STEM PD initiatives that account for contextual differences in resource accessibility, instructional autonomy, and community relevance. Implications for policy and practice include recommendations for tailoring PD to diverse educational settings to enhance educator engagement. |
| format | Article |
| id | doaj-art-327fbb81827c464d87bc15c04430954c |
| institution | DOAJ |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-327fbb81827c464d87bc15c04430954c2025-08-20T03:09:32ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-07-011010.3389/feduc.2025.15912671591267Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educatorsAngela Crawford0Angela Starrett1Department of Mathematics, Boise State University, Boise, ID, United StatesDepartment of Educational and Developmental Science, University of South Carolina, Columbia, SC, United StatesIntroductionThis study investigates the measurement invariance of a survey assessing perceptions of STEM professional development (PD) resources among rural and non-rural educators. Social validity theory provides the framework for examining four constructs: feasibility, usability, appropriateness, and local relevance.MethodsUsing a mixed-methods approach, we conducted multi-group confirmatory factor analysis to test for configural, metric, scalar, and strict invariance. We also conducted a qualitative thematic analysis of open-ended responses to provide contextual insights and nuance.ResultsResults indicate full measurement invariance, supporting the validity of cross-group comparisons. Quantitative analyses show that rural educators rated PD resources significantly higher in feasibility and appropriateness, while no significant differences emerged for usability or local relevance. Thematic analysis revealed that rural teachers more frequently emphasized professional learning benefits and expressed more positive sentiment toward PD resources.DiscussionThese findings highlight the importance of designing STEM PD initiatives that account for contextual differences in resource accessibility, instructional autonomy, and community relevance. Implications for policy and practice include recommendations for tailoring PD to diverse educational settings to enhance educator engagement.https://www.frontiersin.org/articles/10.3389/feduc.2025.1591267/fullmeasurement invarianceSTEM professional developmentsocial validityrural educationmixed-methods researchsurvey validation |
| spellingShingle | Angela Crawford Angela Starrett Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators Frontiers in Education measurement invariance STEM professional development social validity rural education mixed-methods research survey validation |
| title | Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators |
| title_full | Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators |
| title_fullStr | Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators |
| title_full_unstemmed | Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators |
| title_short | Bridging contexts in STEM professional development: validating a social validity measure across rural and nonrural educators |
| title_sort | bridging contexts in stem professional development validating a social validity measure across rural and nonrural educators |
| topic | measurement invariance STEM professional development social validity rural education mixed-methods research survey validation |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1591267/full |
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