A Validation Study of the Culturally Responsive Teaching Survey

Autor/in	Rhodes, Christy M.
Titel	A Validation Study of the Culturally Responsive Teaching Survey
Quelle	In: Universal Journal of Educational Research, 5 (2017) 1, S.45-53 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Culturally Relevant Education; Teacher Surveys; Test Validity; Adult Educators; English Teachers; English (Second Language); Psychometrics; Online Surveys; Self Evaluation (Individuals); Praxis; Test Reliability; Correlation; Factor Structure; Construct Validity; Factor Analysis; Florida + Suchen Sie Ihr Suchwort? Testvalidität; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Psychometry; Psychometrie; Testreliabilität; Korrelation; Faktorenstruktur; Faktorenanalyse
Abstract	Amidst the ethnic and linguistic diversity in adult English language classes, there is heightened importance to using culturally responsive teaching practices. However, there are limited quantitative examinations of this approach in adult learning environments. The purpose of this investigation was to describe patterns of culturally responsive teaching practices of adult ESOL teachers and to establish the psychometric properties of the Culturally Responsive Teaching Survey (CRTS), a newly-developed self-assessment survey. Based on Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, this 17-item online survey establishes patterns of teaching praxis appropriate for adult English language classrooms. Findings revealed a trend of regular to frequent use of the majority of the culturally responsive teaching practices indicated in the CRTS. In addition, analyses demonstrated that the CRTS is a reliable, uni-dimensional scale which yielded positive correlations with multi-cultural knowledge and teaching skills. Thus, the CRTS provides a useful tool for examining the praxis of culturally responsive teaching in adult, second-language classrooms. These findings will lead to improved understanding of how adult educators incorporate culturally responsive teaching practices in ethnically and linguistically diverse learning environments, in addition to supporting the use of this instrument in future research studies. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01