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dc.contributor.authorWaschl, Nicoletteen
dc.contributor.authorYang, Xueyanen
dc.contributor.authorXie, Huichaoen
dc.contributor.authorChen, Moen
dc.contributor.authorPoon, Kenneth K.en
dc.identifier.citationWaschl, N., Yang, X., Xie, H., Chen, M., & Poon, K. K. (2021). Construct validity of the family outcomes survey: Revised expanded helpfulness scale. Research in Developmental Disabilities, 112, Article 103895.
dc.identifier.issn0891-4222 (print)-
dc.identifier.issn1873-3379 (online)-
dc.description.abstractThis paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdiction’s education system, how each views teacher quality, and how each has rethought the concepts of teacher quality according to their unique contextual circumstance. The paper then compares these concepts articulated and enacted by each country, linking these to the wider international literature and scholarship in order to glean insights into what teacher quality is or how it might be reconceptualised to meet future needs.-
dc.relation.ispartofResearch in Developmental Disabilitiesen
dc.titleConstruct validity of the family outcomes survey: Revised expanded helpfulness scaleen
dc.grant.fundingagencyMinistry of Social and Family Development, Singapore.en
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