Öğretmen Adayları İçin Çok Kültürlü Yeterlilik Ölçeği: Geliştirilmesi, Geçerliği ve Ölçme Değişmezliği

Yıl 2020, Cilt: 20 Sayı: 87, 1 - 28, 20.05.2020

Devrim Erdem

Öz

Problem Durumu: Yeni milenyum hem yerel hem de küresel düzeyde artan bir çeşitliliğe tanık olmaktadır. Ülke demografilerindeki değişimler ve göçteki artışlara bağlı olarak okullardaki öğrenci çeşitliliği de artmaktadır. Bu nedenle, araştırmacılar, okul politikalarının ve uygulamalarının bu öğrenci çeşitliliğini karşılayabilecek şekilde gelişmesi gerektiğini vurgulamaktadır (Banks, 2010). Böylesi bir küresel dünyada farklı geçmişlerden ve kültürel alt yapılardan gelen öğrencilerle karşı karşıya kalacak öğretmen adaylarının nitelikli bir eğitime sahip olmaları gerekmektedir (Nzai ve Feng, 2014). Bir diğer ifadeyle, öğretmenlerin kültürel ve dilsel olarak farklı gruplardan gelen öğrencilere etkili bir şekilde hizmet etmeleri için hazırlıklı olmaları gerekir (Mysore, Lincoln ve Wavering, 2016).
Rosado (1997), çok kültürlülüğü bir toplumdaki tüm farklı grupların varlığını tanıyan ve saygı duyan, sosyo-kültürel farklılıklarını kabul edip değer veren, bunun yanı sıra varlıklarını sürdürmelerini teşvik eden ve sağlayan bir inanç ve davranış sistemi olarak tanımlamaktadır. Parekh (2002) ise daha geniş bir bakış açısıyla çok kültürlü eğitimi, kendini yansıtma, kanıtların bağımsız olarak değerlendirilmesiyle fikirlere ulaşma becerisi, başkalarına saygı duymak, çeşitli bakış açılarına ve yaşam tarzlarına duyarlı olmayı içeren ve entelektüel merakı destekleyen eğitim faaliyetleri olarak görmektedir. Eğitimde çok kültürlülüğün temel amacı, öğrencinin özelliklerini anlayabilen ve her öğrencinin akademik potansiyelini gerçekleştirmesine yardımcı olmak için gerekli becerilere sahip yetkin eğitimciler yetiştirmektir (Keengwe, 2010; Walker, Shafer ve Iiams, 2004). Ancak öğretmen adaylarının birçoğu öğretmen eğitimi programlarına çok sınırlı deneyimlerle girdiklerini belirtmişlerdir (Valentin, 2006). Yapılan araştırmalarda aday öğretmenler, farklı kültürlere mensup öğrencilere ve çok kültürlü okul ortamlarında eğitim vermeye yeterince hazır olmadıklarını bildirmişlerdir (Cho ve DeCastro-Ambrosetti, 2005; Futrell, Gomez ve Bedden, 2003; Ladson-Billings, 2000; Valli ve Rennert-Ariev, 2000).
Parekh (2002), iki veya daha fazla kültürel grubu içeren bir grubu çok kültürlü olarak tanımlar. Nitekim zengin kültür ve uygarlıklara ev sahipliği yapan bir ülke olan Türkiye de çok kültürlü bir toplum olarak kabul edilir (Polat ve Kılıç, 2013). Türk eğitim sistemine katılan öğrenciler etnik köken, din, sosyal sınıf, ırk, cinsel yönelim ve birçok özellik bakımından çeşitlilik göstermektedir (Kotluk ve Kocakaya, 2018). Ayrıca, bugün Türkiye, 1.7 milyon çocuğun da dahil olduğu 4 milyon civarında mülteciye ev sahipliği yapmaktadır. Bu mevcut demografik durumun bir sonucu olarak, tüm dünyadaki öğretmenlerin yanı sıra Türkiye'deki öğretmenlerin de farklı kültürel aidiyetleri olan öğrenciler karşısında donanımlı olmaları gerekmektedir.

Araştırmanın Amacı: Bu çalışmanın amacı, öğretmen adaylarının çok kültürlü yetkinliklerini ölçen bir ölçek geliştirmektir. Sosyal bilimler ve davranış bilimlerinde test puanları genellikle grup karşılaştırmaları yapmak için kullanılır. Ancak, bu tür karşılaştırmalar yalnızca eldeki puanlar karşılaştırılabilir olduğunda geçerli olur. Bu nedenle, bu çalışmada cinsiyet grupları arasında ölçme değişmezliğinin incelenmesi de gerekli görülmüştür.
Araştırmanın Yöntemi: Ölçeğin faktör yapısını belirlemek için açımlayıcı faktör analizi (AFA) uygulanmıştır. Model veri uyumu doğrulayıcı faktör analizi (DFA) ile incelenmiştir. DFA, maksimum olabilirlik kestirim yöntemi ve kovaryans matrisi kullanılarak yürütülmüştür. Ölçme değişmezliği ise çoklu grup doğrulayıcı faktör analiziyle test edilmiştir.

Anahtar Kelimeler

Çok kültürlülük,, ölçek geliştirme,, ölçme değişmezliği

Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance

Öz

Purpose: This study reports on the development, validation and measurement invariance of the Multicultural Competency Scale (MCS) for preservice teachers.

Research Methods: Data from 640 pre-service teachers were collected for two studies. After data screening procedures 628 responses were left. The data were divided into two sets for exploratory factor (n1=314) and confirmatory factor analysis (n2=314) using a random split half method in SPSS.

Findings: According to the results of the exploratory factor analysis, a 14-item, three-factor solution came out: awareness, skill and knowledge. Awareness
subscale aims to measure the teacher’s awareness of his or her own cultural affiliation. Knowledge subscale attempts to measure the teacher's willingness to learn about diverse cultures. Skill subscale intends to measures the teacher's competence to organize and adapt the educational environment and materials according to the multicultural class. Confirmatory factor analysis indicated that the three-factor oblique model was a good fit to the data. The subscales of the MCS demonstrated adequate internal consistency. Measurement invariance tests revealed that full configural, metric, scalar invariance and partial strict invariance were achieved across gender.

Implications for Research and Practice: Validity and reliability analysis of the scale suggest that the MCS-14 has satisfactory psychometric features. Thus, the MCS can be utilized to diagnose pre-service teachers’ multicultural competency and to investigate changes in their strengths and weaknesses in multicultural competency during the training. The MCS enables preservice teachers to self-assess and to recognize their position of multicultural competence. The MCS also allows researchers to predict teachers’ future success in diverse classrooms.

Anahtar Kelimeler

multiculturalism, scale development, measurement invariance

Kaynakça

• Acar-Ciftci, Y. (2016). The Critical Multicultural Education Competencies of Preschool Teachers. Journal of Education and Learning, 5(3), 258-271. DOI:10.5539/jel.v5n3p258
• Acquah, E. O., & Commins, N. L. (2013). Pre-service teachers’ beliefs and knowledge about multiculturalism. European Journal of Teacher Education, 36(4), 445-463. DOI: 10.1080/02619768.2013.787593
• American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Washington, DC: 200024242.
• Atalmis, E., H., & Kose, A. (2018). Turkish prospective teachers’ attitudes towards the teaching profession: a meta- analysis study. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 393-413. DOI:10.21031/epod.410287
• Ayaz, M. F. (2016). Multiculturalism Perception Scale: Reliability and Validity Study. Electronic Journal of Social Sciences, 15(57), 463-471. DOI:10.17755/esosder.11595.
• Banks, J.A. (2010). Multicultural education: Characteristics and goals. In J.A. Banks & C.A. Banks (Eds.), Multicultural education: Issues and perspectives (7th ed.), 3-30. Hoboken, NJ: John Wiley & Sons.
• Basbay, A., & Kagnici, D. (2011). Cok kulturlu yeterlik algilari olcegi: Bir olcek gelistirme calismasi. Education and Science, 36 (161), 199-212.
• Bell, C. A., Horn, B. R., & Roxas, K. C. (2007). We know it’s service, but what are they learning? Preservice teachers’ under-standing of diversity. Equity & Excellence in Education, 40(2), 123-133. DOI: 10.1080/10665680701218467
• Bennett, C., Niggle, T., & Stage, F. (1990). Preservice multicultural teacher education: Predictors of student readiness. Teaching and Teacher Education, 6(3), 243–254. Retrieved from https://doi.org/10.1016/0742-051X(90)90016-X
• Blankson, A. N., & McArdle, J. J. (2015). Measurement Invariance of Cognitive Abilities Across Ethnicity, Gender, and Time Among Older Americans. The journals of gerontology. Series B, Psychological sciences and social sciences, 70(3), 386–397. DOI:10.1093/geronb/gbt106
• Bonett, D. G., & Wright, T. A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15. DOI: 10.1002/job.1960
• Brown, T. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
• Bruce, B., Fries, J., Lingala, B., Hussain, Y. N., & Krishnan, E. (2013). Development and assessment of floor and ceiling items for the PROMIS physical function item bank.
• Arthritis Research & Therapy,15(5), R144. Retrieved from https://doi.org/10.1186/ar4327.
• Bryne, B. M. (2001). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming. Lawrence Erlbaum Associates, Hillsdale, NJ.
• Byrne, B. M., Shavelson, R.J., & Muthén, B.O. (1989). Testing for equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105(3), 456-466. Retrieved from http://www.statmodel.com/bmuthen/articles/Article_027.pdf
• Burt, J. L., Ortlieb, E. T., & Cheek, E. H., Jr. (2009). An investigation of the impact of racially diverse teachers on the reading skills of fourth-grade students in a one race school. Reading Improvement, 46(1), 35–45. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=35d98055-80a8-4e1b-927a-b3d0fda58179%40pdc-v-sessmgr01
• Campinha-Bacote, J. (1999). A model and instrument for addressing cultural competence in health care. Journal of Nursing education, 38(5), 203-207.
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural equation modeling, 9(2), 233-255. Retrieved from https://doi.org/10.1207/S15328007SEM0902_5
• Cho, G., & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Preservice teachers’ attitudes toward multicultural education. High School Journal, 89(2), 24-28. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=e2330456-b34a-452d-be5d-8d2bd62f4f2c%40pdc-v-sessmgr01
• Clarke, M., & S. Drudy. (2006). Teaching for Diversity, Social Justice and Global Awareness. European Journal of Teacher Education 29(3), 371–386. DOI:10.1080/02619760600795239
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Edition). London and New York: Routledge.
• Comrey, A., & Lee, H. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
• Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(1), 1–9. DOI:https://doi.org/10.7275/jyj1-4868
• Cushner, K., McClelland, A. & Safford, P. (2003). Human diversity in education: An integrative approach (4th ed.). New York: McGraw-Hill.
• DeCastro-Ambrosetti, D., & Cho, G. (2011). A look at “lookism” A critical analysis of teachers’ expectations based on students appearance. Multicultural Education, 18(2), 51-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ951847.pdf
• Dee, T. S. (2004). The race connection: are teachers more effective with students who share their ethnicity? Education Next, 4(2), 52–59.
• De Winter, J. C., & Dodou, D. (2012). Factor recovery by principal axis factoring and maximum likelihood factor analysis as a function of factor pattern and sample size. Journal of Applied Statistics, 39(4), 695–710. DOI:10.1080/02664763.2011.610445
• Dimitrov, D.M. (2010). Testing for Factorial Invariance in the Context of Construct Validation. Measurement and Evaluation in Counseling and Development, 43(2) 121–149. DOI: 10.1177/0748175610373459
• Drasgow, F., & Kanfer, R. (1985). Equivalence of psychological measurement in heterogeneous populations. Journal of Applied Psychology, 70(4), 662-680. https://www.researchgate.net/profile/Ruth_Kanfer/publication/19076589_Equivalence_of_Psychological_Measurement_in_Heterogeneous_Populations/links/02e7e5358a6994eea5000000/Equivalence-of-Psychological-Measurement-in-Heterogeneous-Populations.pdf
• Elosua, P., & Muñiz, J. (2010). Exploring the factorial structure of the self-concept: A Sequential Approach Using CFA, MIMIC, and MACS Models, Across Gender and Two Languages. European Psychologist, 15, 58-67. Retrieved from https://doi.org/10.1027/1016-9040/a000006
• Erdamar, G., Aytac, T., Turk, N., & Arseven, Z. (2016). The effects of gender on attitudes of preservice teachers towards the teaching profession: a meta-analysis study. Universal Journal of Educational Research, 4(2), 445-456. DOI: 10.13189/ujer.2016.040219
• Erkus, A. (2012). Varolan olcek gelistirme yontemleri ve olcme kuramlari psikolojik olcek gelistirmede ne kadar islevsel: Yeni bir oneri [Existing scale development methods and measurement theories how functional are psychological scale development: A new proposal]. Journal of Measurement and Evaluation in Education and Psychology, 3(2), 279-290.
• Fabrigar, L. R., & Wegener, D. T. (2012). Understanding statistics: Exploratory factor analysis. New York, NY: Oxford University.
• Fowers, B. J., & Richardson, F. C. (1996). Why is multiculturalism good? American Psychological Association, 51(6), 609–621. Retrieved from http://indigenouspsych.org/Resources/Fowers,%201996.pdf
• Futrell, M., Gomez, J., & Bedden, D. (2003). Teaching the children of a new America. Phi Delta Kappan, 84(5), 381-385.
• Garmon, M.A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55(3), 201-213.
• Gay, G. (2002) Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613-629, DOI: 10.1080/0951839022000014349
• Guyton, E. M., & Wesche, M. V. (2005). The multicultural efficacy scale: Development, item selection, and reliability. Multicultural Perspectives, 7(4), 21-29. DOI: 10.1207/ s15327892mcp0704_4.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. (7th Edition). Pearson, New York.
• Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. DOI: 10.1080/10705519909540118
• Iwai, Y. (2013). Multicultural children’s literature and teacher candidates’ awareness and attitudes toward cultural diversity. International Electronic Journal of Elementary Education, 5(2), 185-198.
• Keengwe, J. (2010). Fostering cross cultural competence in preservice teachers through multicultural education experiences. Early Childhood Education Journal, 38(3), 197-204. DOI 10.1007/s10643-010-0401-5
• Kiers, H. A. (1994). SIMPLIMAX: Oblique rotation to an optimal target with simple structure. Psychometrika, 59(4), 567-579. Retrieved from https://link.springer.com/content/pdf/10.1007/BF02294392.pdf
• Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
• Kotluk, N., & Kocakaya, S. (2018). Turkiye icin alternatif bir anlayis: Kulturel degerlere duyarli egitim. [An alternative approach for turkey: culturally relevant/responsive education]. YYU Journal of Education Faculty, 15(1), 749-789. Retrieved from http://dx.doi.org/10.23891/efdyyu.2018.86
• Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214. DOI:10.1177/0022487100051003008
• Liang, X., & Zhang, G. (2009) Indicators to evaluate pre-service teachers’ cultural competence. Evaluation & Research in Education, 22(1), 17-31. DOI:10.1080/09500790903082354
• Major, T. E. & Mangope, B. (2014). Multicultural competence in student affairs: The case of the University of Botswana. Journal of Student Affairs in Africa, 2(1), 23–34. DOI: 10.14426/jsaa.v2i1.58
• McHorney, C. A., & Tarlov, A. R. (1995). Individual-patient monitoring in clinical practice: are available health status surveys adequate? Quality of life research, 4(4), 293-307. Retrieved from https://link.springer.com/article/10.1007/BF01593882
• Meaney, K. S., Bohler, H. R., Kopf, K., Hernandez, L., & Scott, L. S. (2008). Service-learning and pre-service educators' cultural competence for teaching: An exploratory study. Journal of Experiential Education, 31(2), 189-208. Retrieved from https://doi.org/10.1177/105382590803100206
• Milfont, T. L., & Fisher, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research, 3(1), 111–121. Retrieved from http://45.5.172.45/bitstream/10819/6503/1/Testing_Measurement_Invariance_Milfont_2010.pdf
• Milner, H.R., & Woolfolk Hoy, A. (2003) A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19(2), 263– 276.
• Mysore, A. R., Lincoln, F., & Wavering, M. J. (2006). Attitudes of preservice teachers toward issues in multicultural education. Working Papers in Educational Linguistics (WPEL), 21(2), 73-85.
• Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). New York, NY: Pierson.
• Nunnaly, J. C. (1978). Psychometric Theory. (2nd edition). New York: McGraw-Hill.
• Nzai, V. E., & Feng, Y. L. (2014). On becoming cultural-insiders/old-timers of the mainstream English cultures: Lessons from Southern Taiwanese EFL pre-service teachers. Journal of Education and Human Development, 3(2), 301-331. http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/17.pdf
• Parekh, B., (2002), Cokkulturlulugu yeniden dusunmek, kulturel cesitlilik ve siyasi teori. [Rethinking Multiculturalism- Cultural Diversity and Political Theory]. Cev: Bilge Tanriseven, Ankara: Phoenix Yayinevi.
• Polat, I. & Kilic, E. (2013). Multicultural education in Turkey and teachers’ competencies in multicultural education. YYU Journal of Education Faculty, X(I), 352-372.
• Pope, R. L., & Reynolds, A. L. (1997). Student affairs core competencies: Integrating multicultural awareness, knowledge, and skills. Journal of College Student Development, 38(3), 266–277. Retrieved from https://www.researchgate.net/profile/Amy_Reynolds3/publication/234713868_Student_Affairs_Core_Competencies_Integrating_Multicultural_Awareness_Knowledge_and_Skills/links/565dbf9d08ae4988a7bcebec.pdf
• Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco: Jossey-Bass.
• Preacher, K. J., & MacCallum, R. C. (2003). Repairing Tom Swift’s electric factor analysis machine. Understanding Statistics: Statistical Issues in Psychology, Education, and the Social Sciences, 2(1), 13–43. Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/1492/preacher_maccallum_2003.pdf?sequence=1
• Reiter, A. B., & Davis, S. N. (2011). Factors Influencing Pre-Service Teachers' Beliefs about Student Achievement: Evaluation of a Pre-Service Teacher Diversity Awareness Program. Multicultural Education, 19(3), 41-46. Retrieved from https://files.eric.ed.gov/fulltext/EJ955944.pdf
• Rosado, C. (1997). Toward a Definition of Multiculturalism. Philadelphia: Rosado Consulting.
• Rudnev, M., Lytkina, E., Davidov, E., Schmidt, P., & Zick, A. (2018). Testing measurement invariance for a second-order factor: A cross-national test of the alienation scale. Methods, data, analyses: A journal for quantitative methods and survey methodology (mda), 12(1), 47-76. Retrieved from https://doi.org/10.12758/mda.2017.11
• Russell, D.W., (2002). In search of underlying dimensions: the use (and abuse) of factor analysis in Personality and Social Psychological Bulletin. Personality and Social Psychological Bulletin, 28(12), 1629–1646. DOI:10.1177/014616702237645
• Sadker, M., Sadker, D., & Zittleman, K. (2008). Teachers, schools, and society (8th ed.). New York, NY: McGraw-Hill.
• Seeberg, V., & Minick, T. (2012). Enhancing Cross-cultural Competence in Multicultural Teacher Education: Transformation in Global Learning. International Journal of Multicultural Education, 14(3), 1-22. Retrieved from https://ijme-journal.org/index.php/ijme/article/view/569/785
• Sherpa, D. (2019). Exploring the Dimensions of Multicultural Education and its Implication in Teaching Learning. Interdisciplinary Research in Education, 4(1), 35-42.
• Singleton, D. L. (1996). Multicultural education: The key to global unity. Paper presented at the Annual Meeting of the World Council for Curriculum and Instruction, Amritsar, India. Retrieved from https://files.eric.ed.gov/fulltext/ED393800.pdf
• Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-123.
• Steinmetz, H., Schmidt, P., Tina-Booh, A., Wieczorek, S., & Schwartz, S. H. (2009). Testing measurement invariance using multigroup CFA: Differences between educational groups in human values measurement. Quality & Quantity, 43(4), 599-616. DOI:10.1007/s11135-007-9143-x
• Stewart, V. (2007). Becoming citizens of the world. Educational Leadership, 64(7), 8–14. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.487.4380&rep=rep1&type=pdf
• Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.). New York, John Wiley & Sons.
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
• Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. DOI 10.1007/s11165-016-9602-2
• Tiedt, P. L., & Tiedt, I. M. (2005). Multicultural teaching: A handbook of activities, information, and resources. 7th ed. Boston: Pearson, Allyn & Bacon.
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://www.jstor.org/stable/pdf/1170754.pdf
• Tse, L. (2001). Why don't they learn English: Separating fact from fallacy in the U.S. language debate. New York, NY: Teachers College Press.
• Valentíin, S. (2006). Addressing diversity in teacher education programs. Education, 127(2), 196-202. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=6c7a8107-fc89-4bdf-9346-c0bc1cfb4e17%40sdc-v-sessmgr03
• Valli, L., & Rennert-Ariev, P. L. (2000). Identifying consensus in teacher education reform documents: A proposed framework and action implications. Journal of Teacher Education, 51(1), 5-17.
• Vassallo, B. J. (2014). A comparative study of multicultural awareness among in-service school teachers. International Journal of Learning, Teaching and Educational Research, 7(1), 1-22. Retrieved from http://www.ijlter.org/index.php/ijlter/article/viewFile/137/48
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J., & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219-229. DOI:10.1177/1098300711399765
• Walker, A., Shafer, J., & Iiams, M. (2004). Not in my classroom: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.131.5682&rep=rep1&type=pdf#page=140
• Widaman K. F., Reise S. P. (1997). Exploring the measurement invariance of psychological instruments: Applications in the substance use domain. In Bryant K. J., Windle
• M., West S. G, editors. (Eds.), The science of prevention: Methodological advances from alcohol and substance abuse research (pp. 281–324). Washington, DC: APA.
• Wu, A. D., Li, Z., & Zumbo, B. D. (2007). Decoding the meaning of factorial invariance and updating the practice of multi-group confirmatory factor analysis: A demonstration with TIMSS data. Practical Assessment, Research & Evaluation, 12(3), 1-26. DOI: https://doi.org/10.7275/mhqa-cd89
• Yavuz, G., & Anil, D. (2010). Ogretmen adaylari icin cok kulturlu egitime yonelik tutum olcegi: Guvenirlik ve gecerlik calismasi. International Conference on New Trends in Education and Their Implications. Turkey: Antalya.
• Yazici, S., Basol, G. & Toprak, G. (2009). Teachers’ attitudes toward multicultural education: a study of reliability and validity. Hacettepe University Journal of Education, 37, 229-242.
• Yenice, N. (2012). Ogretmen adaylarinin oz-yeterlik duzeyleri ile problem cozme becerilerinin incelenmesi [Investigating the self-efficacy and problem solving skills of pre- service teachers]. Electronic Journal of Social Sciences, 11(39), 36-58. Retrieved from https://www.acarindex.com/dosyalar/makale/acarindex-1423878788.pdf