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1.
Donna L. Ewing Jeremy J. Monsen Stephan Kielblock 《Educational Psychology in Practice》2018,34(2):150-165
Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion. 相似文献
2.
John Freer 《International Journal of Disability, Development & Education》2018,65(6):581-598
This article presents the Educators’ Attitudes toward Disability Scale (EADS). This scale was developed from the Social Workers Attitudes toward Disability Scale (SWADS). A sample of 128 postsecondary educators from one college and one university in Ontario, Canada completed the EADS, the Attitudes toward Disabled Persons scale (ATDP), and a demographic questionnaire. Confirmatory factor analysis was employed to verify that the subscales from the original SWADS (i.e. affect, behaviour/practice, and cognition) were present in the EADS. Pearson’s correlation was also calculated between the scores on the Attitudes Toward Disabled Persons-Form B (ATDP-B) and the EADS as a measure of validity. Finally, Cronbach’s alpha was calculated for the purpose of internal reliability among the items in the EADS. Preliminary findings suggest that the EADS may be a valid and reliable instrument, but measures attitudes unidimensionally. 相似文献
3.
This study proposes a model for describing the situation of Digital Teaching and Learning (TD-TaL) in Ghanaian schools using the perspectives of basic school teachers. The Digital Teaching and Learning model was developed based on the theories of Valsiner’s Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA) and Vygotsky’s Zone of Proximal Development (ZPD). The model proposes to look at the effects of ZFM in schools (comprising Digital environment factors and Personal attitudinal and Digital Culture factors) and ZPA (comprising Teacher Training factor) on the Teachers’ Digital Knowledge, Competence and Action ( TDKCA) factors to influence teachers in their Zone of Proximal Development. The model was tested in Ghana’s case using the survey data collected from 256 teachers from 45 schools across six districts in the Western Region of Ghana. The findings from Regression path analysis revealed that Personal and Digital Culture factors, but most of all teachers’ Digital Attitudes effected directly on Teachers’ Digital Activities they claimed to be doing, whereas from Environmental factors only Schools’ Digital Agenda was impacting Teachers’ Digital Action both directly and indirectly through Teachers’ Digital Training (ZPA). The model specifically highlighted that in observed Ghanaian schools the ZFM factors Digital Infrastructure and Digital Support to Digital Teaching did not associate with the ZPA factor Digital Teacher Training and overall to Teachers’ Digital Knowledge, Competence and Action factors. 相似文献
4.
Taisir Subhi 《High Ability Studies》1999,10(1):69-84
One of the prerequisites for acceptance and implementation of computers in an educational system is a positive attitude of both teachers and students toward their use. This research, therefore, focuses on differences in attitudes toward computers between male and female teachers, female and male gifted students, and teachers and gifted students. Samples consisted of 217 gifted students (115 males and 102 females) and 125 teachers (30 males and 95 females) in the Amman Educational District, Jordan. Computer attitudes were measured by means of the Attitudes of Both Teachers and Students Toward Computers Questionnaire, and compared statistically to variables such as performance in mathematics, IQ, gender, teachers’ experience in teaching and computing, and teachers’ training. Results showed that participants are generally positive towards computers, and there were no significant differences in attitude between gifted students and teachers or between males and females. Attitudes towards computers, however, may be predicted by performance in mathematics and by IQ scores. 相似文献
5.
Vanessa Dodd 《Teacher Development》2018,22(1):139-150
Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England, there has been limited research that has looked specifically at the role of teachers and none of which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers’ Attitudes toward Career Learning Index, which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified five underlying factors in teachers’ attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning. 相似文献
6.
Hosein Ajamzibad Farahnaz Mohammadi Shahboulaghi Hassan Rafiey Maryam Rassouli 《Educational gerontology》2013,39(12):786-795
ABSTRACTSpiritual health is one of the most important aspects of the elders’ health. The aim of this study was to develop and evaluate psychometric properties of a scale for evaluating spiritual health of older adults in Iran. This is a mixed research, consisted of two phases. First, the perception of elder people regarding the spiritual health was explored, using directed content analysis, and the scale items generated based on the results. Second, the content, face and construct validity were determined. Exploratory factor analysis was used for the construct validity. To determine the reliability, Cronbach’s alpha and test-retest were used. Preliminary designed questionnaire included 94 items, which were reduced to 38 following the content and face validity processes. Exploratory factor analysis demonstrated that 20 items loaded on five factors determined about 66% of variance. The total internal consistency of the scale was 0.89. Results of test-retest indicated a Pearson correlation coefficient of 0.85 while intra-class correlation coefficient of scale was 0.92. The ESHS is a short, user-friendly valid and reliable tool which can be used for assessing the spiritual health of older adults. 相似文献
7.
8.
Automatic Item Generation: A More Efficient Process for Developing Mathematics Achievement Items? 
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下载免费PDF全文 The continual supply of new items is crucial to maintaining quality for many tests. Automatic item generation (AIG) has the potential to rapidly increase the number of items that are available. However, the efficiency of AIG will be mitigated if the generated items must be submitted to traditional, time‐consuming review processes. In two studies, generated mathematics achievement items were subjected to multiple stages of qualitative review for measuring the intended skills, followed by empirical tryout in operational testing. High rates of success were found. Further, items generated from the same item structure had predictable psychometric properties. Thus, the feasibility of a more limited and expedient review processes was supported. Additionally, positive results were obtained on measuring the same skills from item structures with reduced cognitive complexity. 相似文献
9.
George Malandrakis Penelope Papadopoulou Costas Gavrilakis Athanasios Mogias 《The Journal of environmental education》2019,50(1):23-36
A scale was developed to assess primary school Teachers’ Self-Efficacy on Education for Sustainable Development (TSESESD). It includes four domains of competences: values and ethics, systems thinking, emotions and feelings, and actions. The scale development is consistent with key principles of educational and social psychology research. Nine hundred twenty-four (924) primary education student teachers and 88 in-service primary teachers participated in the study. Findings demonstrated that TSESESD has good psychometric properties, strong validity and reliability scores, adequate internal consistency (Cronbach α?=?0.97), and satisfactory mean inter-correlation of items within domains (M?=?0.78). TSESESD is considered a reliable instrument for teacher preparation programs aiming to develop primary school teachers’ self-efficacy in ESD. 相似文献
10.
Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined. 相似文献
11.
Jake Kraska 《Asia-Pacific Journal of Teacher Education》2014,42(3):228-246
Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion. 相似文献
12.
The aim of the present research was to test the psychometric properties of the Italian version of the Survey of Attitudes Toward Statistics (SATS) in order to acquire a valid instrument to measure attitudes inside the Italian educational context. The SATS was administered to Italian-speaking undergraduate students enrolled in introductory statistics courses. A confirmatory factor analysis validated the four-factor structure of the scale, and good indices for both reliability and validity were obtained. A multi-group analysis confirmed the time invariance (beginning vs. end of the course) of the SATS, with a minor exception. Given the invariance across time, latent mean structures analysis revealed small to large significant changes in the four attitude dimensions. The present study provided evidence for the validity and reliability of the SATS when applied to the Italian learning framework. 相似文献
13.
Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2007,55(6):627-646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in
educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about
Computers, and Use of Computers with Students). Subjects were 50 middle-school teachers. Data were collected using a 30-item
Likert-type survey containing five items per topic area. Teachers responded to items in two forms: “what I do” and “what other
teachers do.” Significant differences favoring the “I” form were obtained in three of the six areas (Instructional Design,
Learner-Centered Instruction, and Curriculum Alignment) and on nine of the 30 items, indicating a rather strong self-presentation
bias. Responses were generally positive across both forms. Results are discussed with implications for working with teachers
and for using additional assessment measures that complement teacher self-reports. 相似文献
14.
Donna Gibson McCrary 《American journal of sexuality education》2014,9(3):257-275
While recent research examines homophobia among social work majors, there is limited research devoted to social work students enrolled in a historically Black college and university (HBCU). Social workers are not immune to possessing homophobic attitudes; therefore, diversity training is important. This research explored whether there were any differences in the attitudes of undergraduate social work students enrolled in a HBCU in the South toward gay and lesbian adoption in relation to the students’ gender, age, religious affiliation, and religious participation. This quantitative study used a nonrandom convenience sample of 94 students using the Attitudes Toward Lesbians and Gay Men Scale and the Attitudes Toward Homosexuality Scale. The data were analyzed utilizing one-way and two-way chi-square procedures. 相似文献
15.
Large-scale assessment as professional development: teachers’ motivations,ability beliefs,and values
In this study, conducted in the United States, the authors examined the motivational characteristics of teachers in the context of a large-scale performance assessment program. Teachers received professional development through their participation in the assessment program by writing items, reviewing items, and reviewing scoring criteria. An expectancy-value theory framework and embedded mixed-methods design were used to examine teachers’ (n = 119) motivations, ability beliefs, and values related to their professional development. Survey results showed that teachers generally had a high degree of intrinsic motivation for and associated social and pedagogical utility value with the professional development. Teachers reported positive ability beliefs, a high degree of usefulness, importance, and interest associated with the professional development, and positive changes to instruction and assessment. Results of multiple regression analyses showed teachers’ intrinsic motivations and ability beliefs predicted changes to instruction and assessments. Interview results illustrated the ways in which knowledge gained from involvement in the assessment program translated to practice. Results provided insight into the complexity of participants’ values, identifying factors that enabled or constrained changes to instruction and assessments. 相似文献
16.
This study aimed to verify the factorial structure, internal validity, reliability, and criterion validity of The Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale (SACIE-R) in an Italian sample. The SACIE-R is a useful tool to measure three aspects of teachers’ perceptions about inclusion, which are Sentiments, Attitudes and Concerns, providing valuable information to address the needs of teachers working with special students. A measure of this construct is currently not available in Italian, and a validation process is required. In order to provide an initial psychometric evaluation of the Italian adaptation, the SACIE-R was translated for use in Italian-speaking populations. Four hundred Italian teachers enrolled in educational teaching courses completed the SACIE-R. Confirmatory factor analyses demonstrated a good fit to the hypothesised 3-factor model, and adequate internal consistency for the scale was evidenced. A confirmatory factor analysis showed the same factor structural validity as the original instrument (although some items in the original version were deleted). Furthermore, taken together, the results showed a good level of reliability, and convergent and discriminant validity. Finally, the Italian version of the SACIE-R has good psychometric characteristics that can make it a useful measure of teacher attitude toward inclusion in the Italian educational context. 相似文献
17.
Mehmet Erdogan Ahmet Ok Thomas Joseph Marcinkowski 《Environmental Education Research》2012,18(4):507-540
Though environmentally responsible behavior (ERB) has been a focus of many studies in the field of environmental education, very few scales have been developed to assess children’s ERB. In this regard, this article focuses on the development and validation of Children’s Responsible Environmental Behavior Scale (CREBS) and also reports the psychometric properties of this scale. The items in the CREBS were developed initially from the responses to four open-ended items by 229 fourth and fifth grade students. This initial form was pilot tested with 673 fourth and fifth graders and then subjected to exploratory factor analysis. Later, the revised version of the scale was administrated to 2412 fifth graders, and those results were subjected to confirmatory factor analysis and reliability analysis. CREBS consists of 23 items measured using a seven-point Likert-type scale, which have been organized into four sub-scales: political action (six items, α?=?.92); eco-management (six items, α?=?.70); consumer and economic action (five items, α?=?.70); and Individual and Public Persuasion (six items, α?=?.80). Study results indicate that CREBS can be used for exploring the extent to which elementary school students in Turkey demonstrate four types of behavior to help prevent and resolve environmental problems and issues. 相似文献
18.
Many Hong Kong-Chinese parents are active in their support for their children’s music training. To better understand this support, the Parental Involvement in Music Training Questionnaire (PIMTQ) is designed to measure the variability in parental involvement in their children’s music training. This study begins by exploring the factor structure of the PIMTQ and then establishes its measurement properties using Rasch modelling. Two hundred and ninety-five Hong Kong-Chinese parents completed a Chinese version of the 42-item instrument with principal components analysis of the responses showing seven factors. However, Rasch modelling showed that two of the five factors (Family Music Background and Family Music Interest) are unable to reliably predict variability in parent responses. We conclude, however, that the remaining five factors (Parental Support Toward Music Training, Parental Expectations, Home Music Environment, Music Programme Support and Attitude Toward Music) of the PIMTQ can be used as subscales to measure the involvement of Hong Kong-Chinese parents in their children’s music training. 相似文献
19.
Constantinos M. Kokkinos Kyriakos Charalambous Aggeliki Davazoglou 《Learning Environments Research》2009,12(2):101-114
The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction
Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well
as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions
and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated
the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported
the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale.
In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts. 相似文献
20.
Ke Fang Alex L Pieterse Myrna Friedlander Junhong Cao 《International journal for the advancement of counseling》2011,33(4):309-321
This investigation tested the psychometric properties of the Attitudes Toward Seeking Professional Psychological Help Scale-Short
Form (ATSPPH-SF; Fisher and Farina [Journal of College Student Development, 36, 368–373, 1995]) in a sample of 338 Mainland Chinese college students. Using back-translation, the ATSPPH-SF was translated into simplified
Chinese. Confirmatory factor analysis did not support the original one-factor model. Subsequently, exploratory factor analysis
suggested a 7-item, two-factor model; however, the new factor structure yielded poor reliability coefficients, below .60.
Results suggest that the help-seeking construct as operationalized by the ATSPPH-SF may not be valid for the Chinese population.
The importance of designing indigenous instruments for help-seeking attitudes is discussed. 相似文献