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Conference Paper: Innovative teacher professional development to support the quest for equitable educational opportunity in public education

TitleInnovative teacher professional development to support the quest for equitable educational opportunity in public education
Authors
Issue Date2018
PublisherAmerican Educational Research Association.
Citation
American Educational Research Association (AERA) 2018 Annual Meeting, New York, NY, 13-17 April 2018 How to Cite?
AbstractGlobalization’s impact is evidenced in the dramatic growth of linguistically diverse pupils (LDP) in public schools who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. An innovative 4-step cyclic professional development model, have been introduced to equip 70 teachers to improve the Chinese learning of these children. Involving in Professional Development Talks, Reflection and Workshop, Observing & Coaching, and Sharing the Practice, these participants showed an increase in their Culturally Responsive Teaching Self-Efficacy (t = 3.215, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect theory and practice. This model shed light on equitable educational opportunity for LDP in public education.
DescriptionSession: Preparing and Supporting Teachers Working With Specific Diverse Populations
Persistent Identifierhttp://hdl.handle.net/10722/261628

 

DC FieldValueLanguage
dc.contributor.authorCheung, WM-
dc.contributor.authorHuang, Y-
dc.contributor.authorChan, WYS-
dc.contributor.authorWong, WY-
dc.date.accessioned2018-09-28T04:44:56Z-
dc.date.available2018-09-28T04:44:56Z-
dc.date.issued2018-
dc.identifier.citationAmerican Educational Research Association (AERA) 2018 Annual Meeting, New York, NY, 13-17 April 2018-
dc.identifier.urihttp://hdl.handle.net/10722/261628-
dc.descriptionSession: Preparing and Supporting Teachers Working With Specific Diverse Populations-
dc.description.abstractGlobalization’s impact is evidenced in the dramatic growth of linguistically diverse pupils (LDP) in public schools who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. An innovative 4-step cyclic professional development model, have been introduced to equip 70 teachers to improve the Chinese learning of these children. Involving in Professional Development Talks, Reflection and Workshop, Observing & Coaching, and Sharing the Practice, these participants showed an increase in their Culturally Responsive Teaching Self-Efficacy (t = 3.215, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect theory and practice. This model shed light on equitable educational opportunity for LDP in public education.-
dc.languageeng-
dc.publisherAmerican Educational Research Association.-
dc.relation.ispartofAmerican Educational Research Association (AERA) Annual Meeting-
dc.rightsThis work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly.-
dc.titleInnovative teacher professional development to support the quest for equitable educational opportunity in public education-
dc.typeConference_Paper-
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hk-
dc.identifier.emailHuang, Y: huangyl@hku.hk-
dc.identifier.emailChan, WYS: swychan@hku.hk-
dc.identifier.authorityCheung, WM=rp00896-
dc.identifier.hkuros293506-
dc.identifier.hkuros291499-
dc.publisher.placeNew York, NY-

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