Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/17321
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Ginns, Paul | en |
dc.contributor.author | Loughland, Anthony | en |
dc.contributor.author | Tierney, Robert J | en |
dc.contributor.author | Fryer, Luke | en |
dc.contributor.author | Amazan, Rose | en |
dc.contributor.author | McCormick, Alexandra | en |
dc.date.accessioned | 2015-05-14T17:44:00Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Higher Education Research and Development, 34(2), p. 311-323 | en |
dc.identifier.issn | 1469-8366 | en |
dc.identifier.issn | 0729-4360 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/17321 | - |
dc.description.abstract | 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. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | Higher Education Research and Development | en |
dc.title | Evaluation of the Learning to Teach for Social Justice-Beliefs Scale in an Australian context | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/07294360.2014.956701 | en |
dc.subject.keywords | Education | en |
local.contributor.firstname | Paul | en |
local.contributor.firstname | Anthony | en |
local.contributor.firstname | Robert J | en |
local.contributor.firstname | Luke | en |
local.contributor.firstname | Rose | en |
local.contributor.firstname | Alexandra | en |
local.subject.for2008 | 139999 Education not elsewhere classified | en |
local.subject.seo2008 | 939903 Equity and Access to Education | en |
local.profile.school | Contextual Studies | en |
local.profile.school | Contextual Studies | en |
local.profile.school | Contextual Studies | en |
local.profile.school | Contextual Studies | en |
local.profile.school | School of Education | en |
local.profile.school | Contextual Studies | en |
local.profile.email | ramazan@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20150331-171224 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 311 | en |
local.format.endpage | 323 | en |
local.identifier.scopusid | 84924595983 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 34 | en |
local.identifier.issue | 2 | en |
local.contributor.lastname | Ginns | en |
local.contributor.lastname | Loughland | en |
local.contributor.lastname | Tierney | en |
local.contributor.lastname | Fryer | en |
local.contributor.lastname | Amazan | en |
local.contributor.lastname | McCormick | en |
dc.identifier.staff | une-id:ramazan | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:17535 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/17321 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Evaluation of the Learning to Teach for Social Justice-Beliefs Scale in an Australian context | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Ginns, Paul | en |
local.search.author | Loughland, Anthony | en |
local.search.author | Tierney, Robert J | en |
local.search.author | Fryer, Luke | en |
local.search.author | Amazan, Rose | en |
local.search.author | McCormick, Alexandra | en |
local.uneassociation | Unknown | en |
local.year.published | 2015 | en |
local.subject.for2020 | 399999 Other education not elsewhere classified | en |
local.subject.seo2020 | 160201 Equity and access to education | en |
Appears in Collections: | Journal Article |
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