The development and validation of intercultural understanding (ICU) instruments for teachers and students in primary and secondary schools

Nida Denson*, Georgia Ovenden, Lesley Wright, Yin Paradies, Naomi Priest

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    8 Citations (Scopus)

    Abstract

    Intercultural understanding (ICU) is becoming an essential part of living and contributing effectively in our increasingly diverse society. In fact, ICU is a key capability in the Australian schooling curriculum, alongside other general capabilities such as numeracy and literacy. While there are current instruments assessing ICU, there is little evidence-based research surrounding their use in primary and secondary school settings. In the context of a larger project, this study outlines the development and validation of a new ICU instrument specifically for use in primary and secondary schools. Among a sample of teachers and students from 12 Australian primary and secondary schools, the study found a teacher ICU instrument with a four-factor structure and a student ICU instrument with a two-factor structure. Further research and implications are discussed.

    Original languageEnglish
    Pages (from-to)231-249
    Number of pages19
    JournalIntercultural Education
    Volume28
    Issue number3
    DOIs
    Publication statusPublished - 4 May 2017

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