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- Publisher Website: 10.1016/j.tate.2018.06.014
- Scopus: eid_2-s2.0-85048964403
- WOS: WOS:000444666900016
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Article: Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?
Title | Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools? |
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Authors | |
Keywords | Teacher efficacy Inclusive education Professional development Rasch model Hong Kong |
Issue Date | 2018 |
Citation | Teaching and Teacher Education, 2018, v. 75, p. 164-173 How to Cite? |
Abstract | A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. |
Persistent Identifier | http://hdl.handle.net/10722/298271 |
ISSN | 2023 Impact Factor: 4.0 2023 SCImago Journal Rankings: 1.663 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chao, Chih Nuo Grace | - |
dc.contributor.author | Lai, Francisco Tsz Tsun | - |
dc.contributor.author | Ji, Mingxia | - |
dc.contributor.author | Lo, Sing Kai | - |
dc.contributor.author | Sin, Kuen Fung | - |
dc.date.accessioned | 2021-04-08T03:08:03Z | - |
dc.date.available | 2021-04-08T03:08:03Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Teaching and Teacher Education, 2018, v. 75, p. 164-173 | - |
dc.identifier.issn | 0742-051X | - |
dc.identifier.uri | http://hdl.handle.net/10722/298271 | - |
dc.description.abstract | A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. | - |
dc.language | eng | - |
dc.relation.ispartof | Teaching and Teacher Education | - |
dc.subject | Teacher efficacy | - |
dc.subject | Inclusive education | - |
dc.subject | Professional development | - |
dc.subject | Rasch model | - |
dc.subject | Hong Kong | - |
dc.title | Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools? | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.tate.2018.06.014 | - |
dc.identifier.scopus | eid_2-s2.0-85048964403 | - |
dc.identifier.volume | 75 | - |
dc.identifier.spage | 164 | - |
dc.identifier.epage | 173 | - |
dc.identifier.isi | WOS:000444666900016 | - |
dc.identifier.issnl | 0742-051X | - |