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dc.contributor.authorThomas, Sueen_US
dc.contributor.authorKearney, Judithen_US
dc.date.accessioned2017-04-24T08:52:27Z
dc.date.available2017-04-24T08:52:27Z
dc.date.issued2008en_US
dc.date.modified2011-11-07T06:53:18Z
dc.identifier.issn1359866Xen_US
dc.identifier.doi10.1080/13598660801971625en_AU
dc.identifier.urihttp://hdl.handle.net/10072/23079
dc.description.abstractThis paper reports the outcomes of a survey to investigate the level of cultural understanding and confidence for teachers working in culturally diverse classrooms. The survey was administered to teachers in primary and secondary schools in an Australian regional city. The aim of analysis was to determine the direction and strength of association of six demographic variables with measures of cultural awareness among teachers and confidence in supporting the learning of students. It found that teacher responses to working in culturally diverse classrooms varied according to levels of familiarity with the cultural groups concerned and with the level of schooling within which the teacher worked. The paper outlines the implications of these findings for the development of professional standards and for teacher education. It discusses how these findings contribute to further investigations into the extent to which teachers understand cultural diversity and their confidence as literacy instructors.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent119705 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeOxfordshire, UKen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom105en_US
dc.relation.ispartofpageto119en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAsia-Pacific Journal of Teacher Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330399en_US
dc.titleTeachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2008 Australian Teacher Education Association. Published by Routledge. This is an electronic version of an article published in the Asia-Pacific Journal of Teacher Education, Vol. 36(2), 2008, pp. 105-119. The Asia-Pacific Journal of Teacher Education is available online at: http://www.informaworld.com with the open URL of your article.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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