Attitudinal instrument development: Assessing cognitive, affective, and behavioral domains of teacher attitudes toward teaching all students

Gregory, Jess L.; Noto, Lori A.

doi:10.1080/2331186x.2017.1422679

Cited by 15 publications

(15 citation statements)

References 21 publications

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“…The initial scale comprised 35 items distributed on 4 dimensions, consistent with the ethical attitude model towards the use of information technology (IT). For the needs factor associated with the cognitive component, in Dimension 1, 17 items were developed, of which items CN1, CN2, CN7 were adapted after Sondhi [77], the item CN5 after Gregory and Noto [78], the CN6 item after Pérez-Rodríguez et al [79], items CN9, CN10, CN11, CN12, CN13, CN14, CN15, CN16, CN17 after Hashim and Hassan [80], and items CN3, CN4, CN8 are original. For the constraints factor associated with the cognitive component, within dimension 2, 6 items were developed, of which all items CC1, CC2, CC3, CC4, CC5, and CC6 are original.…”

Section: The Survey Instrumentmentioning

confidence: 99%

The Development and Validation of a Scale to Measure University Teachers’ Attitude towards Ethical Use of Information Technology for a Sustainable Education

2020

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A self-administered measurement tool was developed and validated to provide data regarding ethical attitude of university teachers for a sustainable education. The research was based on several factors involved in forming attitudes towards the unethical information technology use. The sample: 334 Romanian teachers’ respondents who teach in the higher education system contributed to this research. A successions of factor analyses and structural equation modeling showed that a second-order model is a good fit for experimental data (χ2/df = 1.75, comparative fit index = 0.958, root mean square error of approximation = 0.045), however the partial least square (PLS-SEM) CFA approach revealed higher scores of factor loadings, implying the best fit to the model. This research suggested a structural model of ethical attitude of university teachers, composed by four factors measured by 13 indices. The results demonstrated that PLS-SEM CFA is appropriate for creating a valid structural model to measure university teachers’ ICT ethical attitude. The current research predicted a theoretical contribution to the field of ethical attitude of university teachers within a sustainable education context.

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Section: The Survey Instrumentmentioning

confidence: 99%

The Development and Validation of a Scale to Measure University Teachers’ Attitude towards Ethical Use of Information Technology for a Sustainable Education

2020

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“…The research that was conducted by Paidi et al [20] and also Großschedl, Mahler, and Harms [21] strengthen statements about the evaluation instrument items development in the cognitive domain. The research that was conducted by Gregory and Noto [22] strengthens statements about the development of valid and reliable instruments item to evaluate the affective and cognitive domains.…”

Section: Final Itemsmentioning

confidence: 68%

“…The full description of the cross-tabulation process can be seen in Table 6. 3,4,5,6,7,8,9,10,12,13,14,15,16,17,18,19,20,21,22,23,24,25,27,28,29,31,32,33,34,35,36,37,38,39,40,41,42,44,45,46,47,48,49,50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,…”

Section: Trial Of Tri Kaya Parisudha-based Countenance Evaluation Instrumentmentioning

confidence: 99%

Instruments Development of Tri Kaya Parisudha-Based Countenance Model in Evaluating the Blended Learning

2019

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This study intended to develop the Countenance model evaluation instruments that were integrated with the Tri Kaya Parisudha concept as a blended learning evaluation tool for Tourism Vocational Schools in Gianyar Regency. This study approach was the instrument development, by several development stages, including evaluation components determination, evaluation aspects determination, instrument items determination, instrument items trial, instrument items analysis, and final items determination. The instruments which were used in data collection were questionnaires and documentation. Subjects those were involved in instrument trial on the content validation process were two experts (experts in informatics engineering education and educational evaluation), while the reliability testing process were 48 respondents (teachers and students). The instruments analysis technique during the content validation process used the Gregory formula, while during the reliability test process using the Cronbach Alfa formula. This study produced 122 items with very high validity and very high reliability categories, as evidenced by the r-scores of 0.938 and 0.961, respectively.

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“…Boyle et al (2013) specifically found that teachers reported more positive attitudes when they received the necessary training required to work with students with disabilities. Although many pre-service educators improve their inclusive attitudes after exposure to distinct preparation programs (Rosenzweig, 2009), these programs have continued to face ongoing scrutiny regarding whether their pre-service teachers and graduates are adequately prepared to meet the needs of the increasingly diverse classroom (Gregory & Noto, 2018).…”

Section: Background/literature Reviewmentioning

confidence: 99%

“…Educators" attitudes towards teaching students with disabilities are an important aspect of inclusion because if teachers are not accepting of the process, then their commitment to ensuring it is implemented successfully may be compromised (Ernst & Rogers, 2009;Schmidt & Vrhovnik, 2015). Gregory and Noto (2018) remind us that "despite their entry into the physical space of general education classrooms and the expected instruction of the core academic standards, students with disabilities may still be excluded" (p. 1). Although many variables may affect schools" and districts" abilities to successfully implement educational initiatives, numerous studies (Boyle et al, 2013;de Boer et al, 2011;Galaterou & Antoniou, 2017;Kimble, 2017;van Reusen et al, 2001;Wilson, 2014) have shed light on the impact teacher attitude has on inclusive educational practices.…”

Section: Background/literature Reviewmentioning

confidence: 99%

Educator Attitude and Servant Leadership: A Positive Combination for Students with Disabilities

Page¹,

Grooms²

2020

JESP

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This study examined the relationship between educator attitude towards students with disabilities and their selfperception of servant leadership characteristics related to teaching students with mild to moderate disabilities included in the general education classroom. Using the Attitude Towards Teaching All Students Scale (ATTAS-mm) combined with the Servant Leadership Questionnaire (SLQ), a sampling frame of 166 secondary educators who teach students with mild to moderate disabilities in the general education setting within one southeastern Virginia school division were surveyed. While a small positive correlation existed between servant leadership and educator attitude as evidenced by the Pearson r scores ranging from .250 to .282, multiple regression determined that three of the five servant leadership factors (i.e., emotional healing; B = .672, wisdom; B = .571, and organizational stewardship; B = .312) could reliably predict educator attitude, thus indicating that higher perceived levels of servant leadership combined with greater positive educator attitudes is a winning combination for students with mild to moderate disabilities.

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Attitudinal instrument development: Assessing cognitive, affective, and behavioral domains of teacher attitudes toward teaching all students

Cited by 15 publications

References 21 publications

The Development and Validation of a Scale to Measure University Teachers’ Attitude towards Ethical Use of Information Technology for a Sustainable Education

The Development and Validation of a Scale to Measure University Teachers’ Attitude towards Ethical Use of Information Technology for a Sustainable Education

Instruments Development of Tri Kaya Parisudha-Based Countenance Model in Evaluating the Blended Learning

Educator Attitude and Servant Leadership: A Positive Combination for Students with Disabilities

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