Measuring perceived school support for inclusive education in Bangladesh: the development of a context-specific scale

Ahmmed, Masud

doi:10.1007/s12564-013-9263-z

Cited by 15 publications

(16 citation statements)

References 45 publications

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AbstractThe aim of this study is to adapt Perceived School Support Scale in Inclusive Education (Ahmmed, 2013) to Turkish. In the scope of the research, adapted scale was applied to 221 teachers.

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confidence: 99%

Perceived School Support in Inclusive Education

Arslan¹,

Kılıç²

2016

EEF DERGI

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The aim of this study is to adapt Perceived School Support Scale in Inclusive Education (Ahmmed, 2013) to Turkish. In the scope of the research, adapted scale was applied to 221 teachers. In confirmatory factor analysis, it is observed that one dimensional model which consists of eight items adapted well. In order to examine the psychometric properties of the scale, internal consistency, item and factor analysis were conducted. Internal consistency analysis results of the scale is .85 were found, it was seen that the required rate was achieved with reliability by analyzes. Original single factor structure of PSSSIE (Perceived School Support Scale in İnclusive Education) was determined to comply with Turkish sample in accordance with the results from item distinctiveness and confirmatory factor analysis (x²= 97.57, sd= 20, RMSEA= .133, NFI=.92, NNFI= .91, CFI = .93, IFI=.93,SRMR=066, GFI= .90).In this condition, for the Turkish sample group of the scale is expected to be applied to determine "Perceived School Support in İnclu-sive Education" levels of teachers in education process.

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“…

AbstractThe aim of this study is to adapt Perceived School Support Scale in Inclusive Education (Ahmmed, 2013) to Turkish. In the scope of the research, adapted scale was applied to 221 teachers.

…”

mentioning

confidence: 99%

Perceived School Support in Inclusive Education

Arslan¹,

Kılıç²

2016

EEF DERGI

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“…A defined set of search terms (including inclusive; inclusion; exclusive; exclusion; equity; stereotype; gender; culture; race; class; body; teaching; practice; pedagogy; physical education; organisations; workplace; instrument; measuring; measure; scale; test; inventory) was entered into multiple databases, including ERIC, Proquest, Psychinfo and Sportdiscus. From this search a number of survey instruments were identified that addressed inclusion (Ahmmed, 2013;Brandes, McWhirter, Haring, Crowson, & Millsap, 2012;Costello & Boyle, 2013;Ernst & Rogers, 2009;Jeong & Block, 2011;Sharma, Loreman, & Forlin, 2012;Wilczenski, 1995) but these were not designed specifically for a HPE context and or focused primarily on one area (i.e. disability).…”

Section: Methodology: Sahpe Development Processmentioning

confidence: 99%

The Development of the Stereotypical Attitudes in HPE Scale

O’Connor¹,

Penney²,

Alfrey³

et al. 2016

AJTE

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This study reflects that teacher education in Health and Physical Education (HPE) has long grappled with the challenge of how to disrupt pre-service teachers' (PSTs) established attitudes about HPE that may limit their capacity to positively engage with a diverse student population. This paper describes the development, validation and interpretation of the Stereotypical Attitudes in Health and Physical Education scale (SAHPE) for use in teacher education institutions. The scale was developed as a means of exploring the extent to which PSTs perpetuate or reject discriminatory attitudes and stereotypes that have been identified as having some historical and cultural acceptance in Health and Physical Education. It was designed as a tool to generate data that can be used by teacher educators with PSTs to better understand and problematise stereotypical attitudes that ultimately impact diversity and inclusion in HPE classrooms. This paper details the design process and pilot research that enabled validation of the scale for use by Australian teacher educators. For the purposes of validation, the SAHPE scale was administered to 109 pre-service teachers at one Australian university. Rasch modelling and confirmatory factor analysis using AMOS version 20.0 was employed to determine the measurement properties of the instrument and the construct validity of factors. Results from the study showed that a 17-item factor structure of the SAHPE is a valid and reliable predictor of a construct related to stereotypical attitudes. The discussion addresses the future application of the SAHPE as an instrument for teacher educators to use in efforts to enhance inclusion in HPE.

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