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The measure is grounded in transformative justice scholarship and consists of two subscales. Exploratory and confirmatory factor analyses established the TJS factor structure using racially diverse middle- and high-school teacher samples. The TJS is time- and resource-efficient because it relies on teacher self-reports, and it extends existing assessment coverage by providing an equity- and transformative-oriented tool for coaching and professional learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-and-initial-validation-of-the-transformative-justice-scale-assessing-teachers-capacity-for-transformative-practices-in-education/590390/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-and-initial-validation-of-the-transformative-justice-scale-assessing-teachers-capacity-for-transformative-practices-in-education/590390.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Transformative Justice Scale (TJS)?","Question",{"text":112,"@type":113},"The TJS is a measure assessing teachers’ perceived capacity to enact transformative justice pedagogy, grounded in transformative justice scholarship.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the TJS validated?",{"text":117,"@type":113},"The study used exploratory and confirmatory factor analyses on distinct samples of racially diverse middle and high school teachers to identify the factor structure.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the TJS practical for use in schools?",{"text":121,"@type":113},"It is time- and resource-efficient because it uses teacher self-reports and can be used for pre-to post evaluation, reflective practice, or structured feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590390,1792191728,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–14 DOI: 10. 1177/23328584251394657  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDevelopment and Initial Validation of the Transformative Justice Scale: Assessing Teachers’ Capacity for Transformative Practices in Education  \nMatthew A. Diemer  \nMarsal School of Education, University of Michigan  \nMaisha T. Winn  \nGraduate School of Education, Stanford University  \nLawrence T. Winn  \nSchool of Education, University of California, Davis  \nWendy de los Reyes  \nClaremont McKenna College  \nGabrielle Kubi  \nMarsal School of Education, University of Michigan  \nThomas M. Philip  \nSchool of Education, University of California, Berkeley  \nThis paper details the development of a scale assessing teachers’perceived capacity to enact transformative justice pedagogy, the Transformative Justice Scale (TJS). This measure is grounded in transformative justice (TJ) scholarship and is comprised of two subscales. The TJS factor structure was identified via exploratory and confirmatory factor analyses, with distinct samples of racially diverse middle and high school teachers. The TJS is time and resource efficient in that it uses teacher self-reports. The TJS contributes to the literature by providing an assessment of transformative or social justice–oriented pedagogy that is not well covered in existing measures. The TJS also would support teacher professional development and coaching because it could be used as a pre-to post-evaluative tool, to foster continuously reflective practice, or to provide structured feedback. Future work should explore these potential applications as well as further develop teachers’capacity to enact transformative and equity-oriented approaches to practice.  \nKeywords: classroom research, race, social justice, teacher assessment, teacher education/development, validity/reliability, factor analysis, measurements, psychometrics  \nIntroduction  \nTeacher education programs have started to and must continue to cultivate pedagogies rooted in social justice in order to address persistent racial injustice in education and society at large (Austin et al., in press; Franco et al., 2024). However, as programs have started to emphasize these tenets, their ability to measure these kinds of justice-oriented pedagogies (and therefore assess how well they’re doing in cultivating them)  \nhas lagged behind, remaining focused more on general practice-based components that typically do not focus on equityinformed elements of teaching. Without these measures, it is hard to know if, to what extent, and which teachers are actually doing this and thus how to successfully cultivate culturally sustaining and/or justice-oriented teachers.  \nInformed by a critical quantitative perspective (Diemer et al., 2025, in press), this paper aims to synthesize a critical  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ntheory (e.g., transformative justice [TJ], defined carefully below) with the development and provision of validity evidence in support of a measure, called the Transformative Justice Scale (TJS) . This measure was developed from the perspective of teachers, inviting them to self-assess their enactment of four key tenets, or stances, of TJ pedagogy, each of which is reviewed below. The TJS measure ","cbCaif9HFfjpVuoO","https://ap.wps.com/l/cbCaif9HFfjpVuoO","pdf",441365,14,"English","# Introduction\n# Defining Restorative and Transformative Justice","[{\"question\":\"What is the Transformative Justice Scale (TJS)?\",\"answer\":\"The TJS is a measure assessing teachers’ perceived capacity to enact transformative justice pedagogy, grounded in transformative justice scholarship.\"},{\"question\":\"How was the TJS validated?\",\"answer\":\"The study used exploratory and confirmatory factor analyses on distinct samples of racially diverse middle and high school teachers to identify the factor structure.\"},{\"question\":\"Why is the TJS practical for use in schools?\",\"answer\":\"It is time- and resource-efficient because it uses teacher self-reports and can be used for pre-to post evaluation, reflective practice, or structured feedback.\"}]","Development and Initial Validation of the Transformative Justice Scale: Assessing Teachers’ Capacity for Transformative Practices in Education | PDF",1792069537,35]