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Conference Paper: Culturally responsive teaching self-efficacy in second language teaching to advance public education

TitleCulturally responsive teaching self-efficacy in second language teaching to advance public education
Authors
Issue Date2018
PublisherAmerican Educational Research Association.
Citation
American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 How to Cite?
AbstractLanguage is the greatest barrier faced by immigrants in schools following the universal trend of globalization and immigration. Teachers lack culturally responsive training encounter difficulties in linguistically diverse classrooms. This study developed and validated the Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for teachers teaching Chinese as a second language. A five-factor structure was found via EFA which accounted for 69.62% of the variability. The finalized version of the scale showed a good model fit by CFA. This scale can be used as an effective instrument to assess teachers’ self-efficacy on teaching Chinese as a second language in public schools. With minor modifications, the scale can be applied to elsewhere of the world when teaching a second language.
DescriptionIn Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades
Persistent Identifierhttp://hdl.handle.net/10722/262275

 

DC FieldValueLanguage
dc.contributor.authorCheung, WM-
dc.contributor.authorHuang, Y-
dc.contributor.authorChan, WYS-
dc.contributor.authorTsang, HWH-
dc.date.accessioned2018-09-28T04:56:26Z-
dc.date.available2018-09-28T04:56:26Z-
dc.date.issued2018-
dc.identifier.citationAmerican Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018-
dc.identifier.urihttp://hdl.handle.net/10722/262275-
dc.descriptionIn Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades-
dc.description.abstractLanguage is the greatest barrier faced by immigrants in schools following the universal trend of globalization and immigration. Teachers lack culturally responsive training encounter difficulties in linguistically diverse classrooms. This study developed and validated the Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for teachers teaching Chinese as a second language. A five-factor structure was found via EFA which accounted for 69.62% of the variability. The finalized version of the scale showed a good model fit by CFA. This scale can be used as an effective instrument to assess teachers’ self-efficacy on teaching Chinese as a second language in public schools. With minor modifications, the scale can be applied to elsewhere of the world when teaching a second language.-
dc.languageeng-
dc.publisherAmerican Educational Research Association.-
dc.relation.ispartofAERA (American Educational Research Association) 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.titleCulturally responsive teaching self-efficacy in second language teaching to advance 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.hkuros293505-
dc.identifier.hkuros291496-
dc.publisher.placeNew York, NY-

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