This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in independent samples of curriculum units produced by teachers. Of these, 22 principles loaded into two factors. We further investigated the rationale for all 23 items through a review of the literature and robust discussions about the lived experiences of the authors and the Indigenous teachers with whom we work. We suggest that this both/and approach of quantitative and qualitative analysis results in a richer and more nuanced tool, as compared to what one single method would have rendered. Embracing this methodological complexity allows us to both center Indigenous lived experiences and maintain fidelity to the statistical implications of our work.

中文翻译：

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方法论的复杂性：解决土著服务学校文化响应评估工具有效性和可靠性的双重/并进方法

本文首次对土著学校教育文化响应评估 (CRAIS) 工具进行了心理测量验证，同时呼吁在土著背景下进行研究时方法论的复杂性。我们在教师制作的课程单元的独立样本中检查了新创建的 CRAIS 工具背后的 23 条文化响应式学校教育 (CRS) 原则。其中，22 条原则分为两个因素。通过文献综述以及对作者和与我们一起工作的原住民教师的生活经历的深入讨论，我们进一步调查了所有 23 个项目的基本原理。我们建议，与单一方法相比，这种定量和定性分析的方法可以产生更丰富、更细致的工具。接受这种方法论的复杂性使我们既能够集中原住民的生活经验，又能够忠实于我们工作的统计意义。