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Conference Paper: Culturally responsive teaching self-efficacy in second language teaching to advance public education
| Title | Culturally responsive teaching self-efficacy in second language teaching to advance public education |
|---|---|
| Authors | |
| Issue Date | 2018 |
| Publisher | American 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? |
| Abstract | Language 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. |
| Description | In Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades |
| Persistent Identifier | http://hdl.handle.net/10722/262275 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Cheung, WM | - |
| dc.contributor.author | Huang, Y | - |
| dc.contributor.author | Chan, WYS | - |
| dc.contributor.author | Tsang, HWH | - |
| dc.date.accessioned | 2018-09-28T04:56:26Z | - |
| dc.date.available | 2018-09-28T04:56:26Z | - |
| dc.date.issued | 2018 | - |
| dc.identifier.citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/262275 | - |
| dc.description | In Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades | - |
| dc.description.abstract | Language 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.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | AERA (American Educational Research Association) Annual Meeting | - |
| dc.title | Culturally responsive teaching self-efficacy in second language teaching to advance public education | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Cheung, WM: cwming@hkucc.hku.hk | - |
| dc.identifier.email | Huang, Y: huangyl@hku.hk | - |
| dc.identifier.email | Chan, WYS: swychan@hku.hk | - |
| dc.identifier.authority | Cheung, WM=rp00896 | - |
| dc.identifier.hkuros | 293505 | - |
| dc.identifier.hkuros | 291496 | - |
| dc.publisher.place | New York, NY | - |