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Article: Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context

TitleEvaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context
Authors
Keywordsstudent experience
quantitative research
equity
course evaluation
Issue Date2015
Citation
Higher Education Research and Development, 2015, v. 34, n. 2, p. 311-323 How to Cite?
Abstract© 2014, HERDSA. A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.
Persistent Identifierhttp://hdl.handle.net/10722/225903
ISSN
2015 Impact Factor: 0.896
2015 SCImago Journal Rankings: 0.936

 

DC FieldValueLanguage
dc.contributor.authorGinns, Paul-
dc.contributor.authorLoughland, Anthony-
dc.contributor.authorTierney, Robert J.-
dc.contributor.authorFryer, Luke-
dc.contributor.authorAmazan, Rose-
dc.contributor.authorMcCormick, Alexandra-
dc.date.accessioned2016-05-23T02:22:08Z-
dc.date.available2016-05-23T02:22:08Z-
dc.date.issued2015-
dc.identifier.citationHigher Education Research and Development, 2015, v. 34, n. 2, p. 311-323-
dc.identifier.issn0729-4360-
dc.identifier.urihttp://hdl.handle.net/10722/225903-
dc.description.abstract© 2014, HERDSA. A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.-
dc.languageeng-
dc.relation.ispartofHigher Education Research and Development-
dc.subjectstudent experience-
dc.subjectquantitative research-
dc.subjectequity-
dc.subjectcourse evaluation-
dc.titleEvaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1080/07294360.2014.956701-
dc.identifier.scopuseid_2-s2.0-84924595983-
dc.identifier.volume34-
dc.identifier.issue2-
dc.identifier.spage311-
dc.identifier.epage323-
dc.identifier.eissn1469-8366-

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