Teachers’ changed perceptions of pupils’ motivation for learning through professional development: the moderating role of classroom ethnic composition

References

• Abacioglu, C. S., M. Volman, and A. Fischer. 2020. “Teacher Multicultural Attitudes and Perspective Taking Abilities as Factors in Culturally Responsive Teaching.” The British Journal of Educational Psychology 90 (3): 736–752. doi:10.1111/bjep.12328.
   PubMed Web of Science ®Google Scholar
• Agirdag, O., P. Van Avermaet, and M. Van Houtte. 2013. “School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies.” Teachers College Record 115 (3): 1–50.
   Web of Science ®Google Scholar
• Aiken, L. S., and S. G. West. 1991. Multiple Regression: Testing and Interpreting Interactions. Newbury Park, CA: Sage.
   Google Scholar
• Aitchison, J. 2003. Words in the Mind: An Introduction to the Mental Lexicon. 3rd. Malden, MA: Blackwell.
   Google Scholar
• Allport, G. W. 1954. The Nature of Prejudice. Cambridge, MA: Addison-Wesley.
   Google Scholar
• Anderson, J. R., L. M. Reder, and H. A. Simon. 1996. “Situated Learning and Education.” Educational Researcher 25: 5–11. doi:10.3102/0013189X025004005.
   Google Scholar
• Bezrukova, K., C. S. Spell, J. L. Perry, and K. A. Jehn. 2016. “A Meta-Analytical Integration of Over 40 Years of Research on Diversity Training Evaluation.” Psychological Bulletin 142 (11): 1227–1274. doi:10.1037/bul0000067.
   PubMed Web of Science ®Google Scholar
• Bodrova, E., and D. J. Leong. 2007. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Columbus, OH: Pearson.
   Google Scholar
• Brown, E. L. 2004. “What Precipitates Change in Cultural Diversity Awareness During a Multicultural Course: The Message or the Method?” Journal of Teacher Education 55 (4): 325–340. doi:10.1177/0022487104266746.
   Web of Science ®Google Scholar
• Chen-Hafteck, L., and E. Mang. 2012. “Music and Language in Early Childhood Development and Learning.” In The Oxford Handbook of Music Education, edited by G. E. McPherson, 261–278. New York, NY: Oxford University Press.
   Google Scholar
• Gao, F. 2012. “Imagined Community, Identity, and Chinese Language Teaching in Hong Kong.” Journal of Asian Pacific Communication 22 (1): 140–154. doi:10.1075/japc.22.1.08gao.
   Google Scholar
• Gay, G. 2002. “Preparing for Culturally Responsive Teaching.” Journal of Teacher Education 53 (2): 106–116. doi:10.1177/0022487102053002003.
   Web of Science ®Google Scholar
• Gay, G. 2010. Culturally Responsive Teaching: Theory, Research, and Practice. 2nd. New York, NY: Teachers College Press.
   Google Scholar
• Geerlings, J., J. Thijs, and M. Verkuyten. 2018. “Teaching in Ethnically Diverse Classrooms: Examining Individual Differences in Teacher Self-Efficacy.” Journal of School Psychology 67: 134–147. doi:10.1016/j.jsp.2017.12.001.
   PubMed Web of Science ®Google Scholar
• Genesee, F. 1987. Learning Through Two Languages: Studies of Immersion and Bilingual Education. Cambridge, MA: Newbury House.
   Google Scholar
• Glock, S., C. Kovacs, and I. M. Pit-ten Cate. 2019. “Teachers’ Attitudes Towards Ethnic Minority Students: Effects of Schools’ Cultural Diversity.” The British Journal of Educational Psychology 89 (4): 616–634. doi:10.1111/bjep.12248.
   PubMed Web of Science ®Google Scholar
• Good, T. L., and J. E. Brophy. 1997. Looking in Classrooms. 7th. T. L. Good, and J. E. Brophy. New York, NY: Longman.
   Google Scholar
• Hox, J. 2010. Multilevel Analysis: Techniques and Applications. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Jussim, L., J. Eccles, and S. Madon. 1996. “Social Perception, Social Stereotypes, and Teacher Expectations: Accuracy and the Quest for the Powerful Self-Fulfilling Prophecy.“ In Advances in Experimental Social Psychology (Vol. 28), edited by M. P. Zanna, 281–388. New York, NY: Academic Press
   Google Scholar
• Kaiser, J., J. Retelsdorf, A. Südkamp, and J. Möller. 2013. “Achievement and Engagement: How Student Characteristics Influence Teacher Judgments.” Learning and Instruction 28: 73–84. doi:10.1016/j.learninstruc.2013.06.001.
   Web of Science ®Google Scholar
• Kleickmann, T., S. Tröbst, A. Jonen, J. Vehmeyer, and K. Möller. 2016. “The Effects of Expert Scaffolding in Elementary Science Professional Development on Teachers’ Beliefs and Motivations, Instructional Practices, and Student Achievement.” Journal of Educational Psychology 108 (1): 21–42. doi:10.1037/edu0000041.
   Web of Science ®Google Scholar
• Kline, R. B. 2005. Principles and Practice of Structural Equation Modeling. New York, NY: Guilford Press.
   Google Scholar
• Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
   Google Scholar
• Ladson-Billings, G. 2009. The Dreamkeepers: Successful Teachers of African American Children. 2nd. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Leung, C. H., and M. T. Hue. 2017. “Understanding and Enhancing Multicultural Teaching in Preschool.” Early Child Development and Care 187 (12): 2002–2014. doi:10.1080/03004430.2016.1203308.
   Web of Science ®Google Scholar
• Lin, S.-Y., C. S. M. Ng, and K. K. H. Chung. 2021. “Enhancing Early Childhood Teachers’ Multicultural Teaching Competence and Countering Teacher Misperception of Student Motivation Through Professional Development.“ Unpublished manuscript.
   Google Scholar
• Mellom, P. J., R. Straubhaar, C. Balderas, M. Ariail, and P. R. Portes. 2018. “They Come with Nothing: How Professional Development in a Culturally Responsive Pedagogy Shapes Teacher Attitudes Towards Latino/A English Language Learners.” Teaching and Teacher Education 71: 98–107. doi:10.1016/j.tate.2017.12.013.
   Web of Science ®Google Scholar
• Ng, C. S. M., W. Chai, S. P. Chan, and K. K. H. Chung. 2021. “Hong Kong Preschool Teachers’ Utilization of Culturally Responsive Teaching to Teach Chinese to Ethnic Minority Students: A Qualitative Exploration.” Asia Pacific Journal of Education. doi:10.1080/02188791.2021.1873102.
   Web of Science ®Google Scholar
• Ng, C. S. M., W. Chai, H. K. Fok, S. P. Chan, H. C. Lam, and K. K. H. Chung. 2019. “Building Preschool Teachers’ Capacity for Teaching Chinese to Ethnic Minority Children in Hong Kong: A Qualitative Study.” Journal of Early Childhood Teacher Education 40 (3): 1–22. doi:10.1080/10901027.2019.1638852.
   Web of Science ®Google Scholar
• Pettigrew, T. F., and L. Tropp. 2006. “A Meta-Analytic Test of Intergroup Contact Theory.” Journal of Personality and Social Psychology 90 (5): 751–783. doi:10.1037/0022-3514.90.5.751.
   PubMed Web of Science ®Google Scholar
• Preston, C. C., and A. M. Colman. 2000. “Optimal Number of Response Categories in Rating Scales: Reliability, Validity, Discriminating Power, and Respondent Rreferences.” Acta Psychologica 104 (1): 1–15. doi:10.1016/S0001-6918(99)00050-5.
   PubMed Web of Science ®Google Scholar
• Richardson, V. 1990. “Significant and Worthwhile Change in Teaching.” Educational Researcher 19 (7): 10–18. doi:10.3102/0013189X019007010.
   Google Scholar
• Roskos, K., and J. Christie. 2011. “The Play-Literacy Nexus and the Importance of Evidence-Based Techniques in the Classroom.” American Journal of Play 4: 204–224.
   Google Scholar
• Singer, E. (2013). Play and Playfulness, Basic Features of Early Childhood Education. European Early Childhood Education Research Journal, 21(2), 172–184. 10.1080/1350293X.2013.789198
   Web of Science ®Google Scholar
• Singer, E., M. Nederend, L. Penninx, M. Tajik, and J. Boom. 2014. “The Teacher’s Role in Supporting Young Children’s Level of Play Engagement.” Early Child Development & Care 184 (8): 1233–1249. doi:10.1080/03004430.2013.862530.
   Google Scholar
• Snow, M. A. 1990. “Instructional Methodology in Immersion Foreign Language Education.” In Foreign Language Education: Issues and Strategies , edited by A. M. Padila, H. H. Fairchild, & C. M. Valadez, 156–171. London, UK: Sage Publication.
   Google Scholar
• Souto-Manning, M., and C. H. Mitchell. 2010. “The Role of Action Research in Fostering Culturally-Responsive Practices in a Preschool Classroom.” Early Childhood Education Journal 37: 269–277. doi:10.1007/s10643-009-0345-9.
   Google Scholar
• Thijs, J. T., and M. Verkuyten. 2014. “School Ethnic Diversity and Students’ Interethnic Relations.” The British Journal of Educational Psychology 84 (1): 1–21. doi:10.1111/bjep.12032.
   PubMed Web of Science ®Google Scholar
• Timperley, H. S., and G. Phillips. 2003. “Changing and Sustaining Teachers’ Expectations Through Professional Development in Literacy.” Teaching and Teacher Education 19 (6): 627–641. doi:10.1016/S0742-051X(03)00058-1.
   Web of Science ®Google Scholar
• Trawick-Smith, J. 2012. “Teacher–Child Play Interactions to Achieve Learning Outcomes: Risks and Opportunities.” In Handbook of Early Childhood Education, edited by R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan, 259-277. New York, NY: Guilford Press.
   Google Scholar
• Tse, S. K., and S. Y. Hui. 2012. “Supporting Ethnic Minority Students Learning the Chinese Language in Multilingual Hong Kong.” L1-Educational Studies in Language and Literature 12: 1–27. doi:10.17239/L1ESLL-2012.02.09.
   Google Scholar
• Tse, S. K., T. N. M. Lee, K. Y. Law, and S. P. Chan. 2013. “An Integrative Perceptual Approach to Learning Chinese Characters via Network Building.” Journal of Education in Chinese Characters and Classics 30: 53–85. doi:10.15670/HACE.2013.30.1.053.
   Google Scholar
• Tse, S. K., F. Marton, W. W. Ki, and E. K. Y. Loh. 2007. “An Integrative Perceptual Approach for Teaching Chinese Characters.” Instructional Science 35 (5): 375–406. doi:10.1007/s11251-006-9011-4.
   Web of Science ®Google Scholar
• Urhahne, D. 2015. “Teacher Behavior as a Mediator of the Relationship Between Teacher Judgment and Students’ Motivation and Emotion.” Teaching and Teacher Education 45: 73–82. doi:10.1016/j.tate.2014.09.006.
   Web of Science ®Google Scholar
• Villegas, A. M., and T. Lucas. 2002. Educating Culturally Responsive Teachers: A Coherent Approach. Albany, NY: State University of New York Press.
   Google Scholar
• Vygotsky, L. 1978. “The Role of Play in Development.” In Mind in Society: Development of Higher Psychological Processes, edited by M. Cole, 92–104. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wajnryb, R. 2003. Stories: Narrative Activities in the Language Classroom. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Wang, S., C. M. Rubie-Davies, and K. Meissel. 2018. “A Systematic Review of the Teacher Expectation Literature Over the Past 30 Years.” Educational Research and Evaluation 24: 124–179. doi:10.1080/13803611.2018.1548798.
   Web of Science ®Google Scholar
• Yuen, Y. M. 2016. “Enhancing Early Childhood Schooling of South Asian Children in Hong Kong: Beliefs and Perceptions of Kindergarten Teachers and Principals.” Early Child Development and Care 186 (3): 403–418. doi:10.1080/03004430.2015.1036420.
   Web of Science ®Google Scholar