Abstract
This investigation examined the psychometric properties of the Culturally Responsive Teaching Survey (CRTS), a newly-developed assessment that measures the cultural responsiveness of adult English language educators’ teaching practices. Findings from two studies revealed a uni-dimensional scale of appropriate internal consistency which yielded positive correlations with multi-cultural knowledge and teaching skills.
Keywords: ESOL, teaching praxis, measurement
How to Cite:
Rhodes, C. M., (2016) “Validation of the Culturally Responsive Teaching Survey”, Adult Education Research Conference 1(2016).
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