Perspective Taking Measure

Perspective Taking Measure (The Quantification of Wuthering Heights) Robert L. Selman Silvia Diazgranados et al Harvard university September 24, 2012

Agenda Overview of the measure Overview of the coding system Examine three cases Recent steps

What is it? “Perspective Taking Survey: The Advice on Making Choices” is a measure designed to assess children’s ability to integrate an increasingly greater number of perspectives in the solutions they offer to difficult social situations in school settings.

How is the measure designed? The measure contains two scenarios that introduce students to difficult social situations between peers in school:

Potential Perspectives Each social situation involves the potential consideration of multiple perspectives: • A victim • Perpetrators • Witness • Classmates (two of whom are “advisors.”) • Teacher • Family • Generalized Other • Reader The witness who has been observing the situation doesn’t know what to do and is asking for advice.

Six Units of Analysis Students are asked to think about the advice the witness would get from: • A student who is often teased for the same reasons as the victim. • A student who often goes along with the perpetrators. • Survey respondent

Structure of Measure in the Evaluation Study

Scenari0 1: Jariah’s Weird Sense of Style You have lots of friends in your class this year and you are enjoying school. In January, your teacher introduces a new student to the class, Jariah, who arrived from a different city with family. Jariah’s hairstyle is really strange. Also, your classmates do not like the music Jariah listens to. Some students are teasing Jariah because they think Jariah is weird. Casey is a student who gets along with many classmates. Casey has been observing the situation and does not know what to do. Casey is asking different people for advice. Victim: Jariah Classmates Perpetrators Observer Casey Teacher Family Respondent Total: 7 embedded actors

Prompts 1. Ali is a student who is often teased by other students. • What do you think Ali would recommend to Casey? • Why do you think that Ali would make that recommendation to Casey? • What might go wrong with Ali’s recommendation? 2. Sam is a student who often goes along with the perpetrators. • What do you think Sam would recommend to Casey? • Why do you think Sam would make that recommendation to Casey? • What might go wrong with Sam’s recommendation? 3. Now that you thought about what other people would recommend to Casey, think about what you would say to Casey. Imagine Casey comes to you and asks: What should I do? • What would you recommend to Casey? • Why would you make that recommendation to Casey? • What might go wrong with your recommendation?

PERSPECTIVAL ACTS Party Acknowledgment: Act of identifying the various actors involved in a problem. Articulation of Perspectives: Act of describing the feelings, thoughts or values of an actor in the situation Interpretation of Perspectives: Act of identifying motives or circumstances that explain why people feel, think or act in a given way in a given situation.

Distributions by Susbscales Perspectival Acknowledgement Perspectival Interpretation Perspectival Articulation

Distribution of 3 subscales added together

Scores Variation Within and Between Grades

Coding https://hgse.qualtrics.com/SE/?SID=SV_7PyCl1fXSwleOyg

Example 1 1. What would you recommend to Casey? • I would say that it doesn't matter if you are different. 2. Why would you make that recommendation? • To tell how it's good to just be yourself 3. What might go wrong with your recommendation? • That some people may start teasing you

Coding sheet

Distributions by Subscales Perspectival Acknowledgement Perspectival Interpretation Perspectival Articulation

Example 2 1. What would you recommend to Casey? • I would recomend that we talk to the kids that are bullying him and tell them to "Stop being such bullies!!! He is from another country! So of course he likes other things and is going to be different then (sic) us!! 2. Why would you make that recommendation? • Because I think bullying is wrong. No one should ever bully someone just because there different (sic). We are all different in our own way, and beind (sic) different makes you unique. [various underlining in response] 3. What might go wrong with your recommendation? • Those teasers will start bulling me and my friend.

Example 3 1. What would you recommend to Casey? • I would recommend to Casey to become friends with Jariah. I would to this because if the teasers see that we don't care about his style, then they won't either. Next, I might ask Jariah to tell us more about why he likes the music he listens to. 2. Why would you make that recommendation? • I would make this recommendation because that is a friendly thing to do and since you have so many friends, others will follow your lead. 3. What might go wrong with your recommendation? • Some people may start to dislike us.

Sam is a student who often hangs out with the teasers… 1. What do you think Sam would recommend to Casey? That he might think teasing is a part of life and never stop. 2. Why do you think Sam would make that recommendation? Because he probably thinks there (sic) cool and might think teasing makes you cool and popular 3. What might go wrong with Sam’s recommendation? Some people will disagree and might not think teasing will make you popular, cool or be a part of life

What the summer holds… • Cognitive Pre-testing • Addition of action figures • Collect data with revised measure (wave 2) • Compare data from fall and spring • Validate instrument • Analysis of Internal Consistency, Principal Component Analysis, Cluster Analysis, Confirmatory Factor Analysis). • Generation of hypothesis for experimental evaluation • Address threats to validity: • Length of response and total score • Band responses by length • Subsamples responding oral interviews and written interviews

Did we accomplish the followintg • PT group map the curriculum according to the codes • Write curriculum this summer: Jake and Leslie, YES • Look at the videos this summer, Tracy and Leslie YES • PT group write narrative prose that has engaging clues that are psychological and perspectival • Information gathered and analyzed from June Validation YES • Debate on the balance in the portfolio of discussion and debate in the pedagogy Ongoing • Perspective taking in new curriculum, YES

Revision Time again • What the data from the validation study have told us and what changes have we made in the measure • Different versus better measure • Broadening the base • Gender neutrality • Revising the analytic framework • Letting go of prompts • Time is the devil

How is the measure is now designed? The measure “now” contains THREE scenarios that introduce students to difficult social situations between peers in school: Theme Version A Version B teasing Jariah’s style Jariah’s style cheating The math exam The math exam gossiping Lee’s journal Lee’s journal defacing Go team go!

PERSPECTIVAL ACTS Position-Action alignment Party Acknowledgment: Act of identifying the various actors involved in a problem. Articulation of Perspectives: Act of describing the feelings, thoughts or values of an actor in the situation (simple inference) Actor Positioning: Act of identifying motives or circumstances that explain why people feel, think or act in a given way in a given situation. (complex inference) Interpretation of Choices, Advice, Action and Reaction: Articulation of causes of conduct (deep comprehension)

Prompts 1. Ali is a student who is often teased by other students. • What do you think Ali would recommend to Casey? • Why do you think that Ali would make that recommendation to Casey? • What might go wrong with Ali’s recommendation? 2. Sam is a student who often goes along with the perpetrators. • What do you think Sam would recommend to Casey? • Why do you think Sam would make that recommendation to Casey? • What might go wrong with Sam’s recommendation?

What the future holds… • analysis of data in a validation study • Analysis of year one with current coding scheme • Collect data with revised measure (in Boston and Baltimore) • Continue to Validate instrument on new validation sample • Analysis of Internal Consistency, Principal Component Analysis, Cluster Analysis, Confirmatory Factor Analysis). • Generation of hypothesis for experimental evaluation • Address threats to validity: • Length of response and total score • Band responses by length • Subsamples responding oral interviews and written interviews

The Partnership with Practice Revise curriculum and develop materials that align with the measure Coordinate strategies with the coaching and discussion teams Develop embedded assessments Explore connections to classroom discussion and debate

Perspective Taking Team Silvia Diazgranados D3 Michelle Dionne M.Ed. 2011 Emily Weinstein D1 H-884 Students (all D1) Jake Fay Tracy Elizabeth Samuel Ronfard Elizabeth Adelman

Perspective Taking Measure