The primary goal of this dissertation is to develop and provide preliminary validation for a new measure of culturally responsive practice. This instrument, which is called the Culturally Responsive Practice Scale (CRPS), include items that reflect ways that teachers teach multicultural students in their classrooms. To accomplish the goal, three studies are presented in this dissertation. In chapter 1, the study sought to develop the initial instrument to measure the construct of culturally responsive practice among teachers in secondary schools in South Korea. Based on the results of analyzing the literatures about culture-oriented pedagogy and of review of the initial items by professionals, the face and content validity has been demonstrated. In addition, the statistical analysis results provided evidence of reliability of the scale of CRP with strong Cronbach values ranging from .93 to .95. The multidimensional factor structure of the CRP scale received support from the results of EFA and CFA, which yielded the construct validity for the measurement. Finally, the study suggested that the multidimensional construct of CRP has four distinct components: (a) Recognizing student diversity; (b) Acknowledging family background; (c) Teacher efficacy; and (d) Teaching application. Throughout the process of developing the scale, CRP has evidences supporting its validity, especially in face and content validity and construct validity.In the chapter 2, the study aimed to examine the structural relationships among leadership, organizational learning, and culturally responsive practice and to test the mediating effect of organizational learning between leadership and culturally responsive practice. This process also sought evidence for criterion-related validity of the CRP scale. By using structural equation modeling (SEM), confirmatory factor analysis was run to test whether the proposed factor structure and the scales represent the reality. After confirming the measurement model, the causal relationship among organizational learning, transformational leadership, shared instructional leadership, and culturally responsive practice were tested by using SEM, and confirmed by good values of model fit indices (/df = 2.19, NFI = .976 , TLI = .954, CFI = .972, RMSEA = .057, p < .001). Finally, the mediating role of organizational learning between principal leadership and culturally responsive practice was tested by decomposing the effects among the four latent variables. The results from the relationship of CRP with school variables offer evidences for criterion-related validity of the CRP scale.The chapter 3 examined not only how the constructs of organizational learning, principal leadership, and culturally responsive practice are related to student achievement in schools, but explored the evidence of predictive validity for CRP. The results show that all school level variables except transformational leadership are statistically significant correlated to student achievement. In addition, the result that mathematics and English as foreign language are correlated to CRP offer tentative evidence for predictive validity of the CRP scale.
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