Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument

Goldan, Janka; Schwab, Susanne

doi:10.1080/13603116.2018.1515270

Cited by 26 publications

(26 citation statements)

References 25 publications

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“…Avramidis and Norwich (2002) figured out that teachers' attitudes could become more positive if they are content with the resources and support available, if they work in inclusive classes. In a comparative study, Goldan et al (2018) analysed the differences between teachers' and students' perceptions: students are more satisfied with resources than teachers; however, the opinion of the students varies widely. A study in which the perception of parents is analysed is still missing.…”

Section: Resources As An Important Influencing Factormentioning

confidence: 99%

Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

Paseka

Schwab

2019

European Journal of Special Needs Education

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138

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Section: Resources As An Important Influencing Factormentioning

confidence: 99%

Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

Paseka

Schwab

2019

European Journal of Special Needs Education

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138

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“…The teacher version of the PRQ-T consists of 10 items, with two more items than the student version ( Goldan and Schwab, 2018 ; Schwab et al, 2020 ). It was supplemented by the items “We have enough professionals to consult when I need them” and “I have enough support in class” (see Appendix for the wording of the items).…”

Section: Methodsmentioning

confidence: 99%

“…Although personnel costs are of considerable weight, they play a key role at the teaching level, for both the students (e.g., teaching assistants and individual assistants) and the teachers (in terms of co-teaching). Recent studies reveal that the success of inclusive education depends not only on the number of available resources but also on whether these resources are perceived as sufficient ( Goldan and Schwab, 2018 ; Schwab et al, 2020 ). Teachers’ attitudes toward inclusion and experiences of self-efficacy are crucial factors for success.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, the existing constructs focus only on teachers’ perceptions and not on other stakeholders, such as students. Developing a tool for all stakeholders was necessary to investigate the extent to which the perception of resources by teachers is related to the perception of their students ( Goldan and Schwab, 2018 ) and parents.…”

Section: Introductionmentioning

confidence: 99%

“…For the student version of the questionnaire, the pre-test revealed a two-dimensional structure, which, however, could be attributed to the direction of the item formulation. Therefore, a one-dimensional structure was adopted, which showed an acceptable internal consistency (Cronbach’s alpha = 0.74) despite the heterogeneity of the items (see Goldan and Schwab, 2018 ; Goldan et al, 2018 ). Subsequently, the items were revised and retested.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire

2021

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Research indicates that the perception of available resources is a key factor for the implementation of inclusive education. Regarding the teachers, a relatively high level of perceived personnel and physical resources is associated with more positive attitudes toward inclusive education and experiencing a higher level of self-efficacy. Thus, this study aims to examine the psychometric properties of the teacher version of the Perceptions of Resources Questionnaire (PRQ-T). Data were collected from a sample of 1,078 in-service teachers in Austria. Different statistical analyses were used, including Rasch analysis and confirmatory factor analysis. The results indicated good psychometric properties of the PRQ-T regarding internal consistency measured by person separation index (PSI) and construct validity by both confirmatory factor analysis and the Rasch analysis. Moreover, the findings supported that the PRQ-T is a two-factor scale to measure teachers’ perceptions of personnel and physical resources in inclusive education. Further studies with different samples are necessary to confirm the findings.

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Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften

Wächter

Gorges

2022

Z Erziehungswiss

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ZusammenfassungFortbildungen zur inklusionsbezogenen Kompetenz- und Organisationsentwicklung an Schulen sind zentrale Erfolgsfaktoren für die Umsetzung der UN-Behindertenrechtskonvention in Deutschland. Eine positive Einstellung zu schulischer Inklusion seitens der Lehrkräfte sollte eine zentrale Rolle für die engagierte Teilnahme daran spielen. Die vorliegende Studie untersucht die Rolle von Einstellung zu Inklusion für die Fortbildungsmotivation von Lehrkräften (N = 166) mit Blick auf eine bevorstehende Fortbildung zur Kooperation an inklusiven Sekundar- und Gesamtschulen. Die Ergebnisse mehrebenenanalytischer Regressionsmodelle zeigen, dass Einstellung zu Inklusion die fortbildungsbezogene Erfolgserwartung sowie den teilnahmeförderlichen und -hinderlichen Wert signifikant vorhersagt. Eine Prüfung der prädiktiven Validität der Interaktion von fachlicher/sozialer und persönlicher Einstellungsdimension (i. S. von Wert × Erwartung) zeigt außerdem, dass eine stark ausgeprägte persönliche Einstellungsdimension (i. S. der Selbstwirksamkeit) die teilnahmehinderlichen Wertüberzeugungen reduzieren kann. Die Diskussion thematisiert theoretische und praktische Implikationen der Befunde.

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Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument

Cited by 26 publications

References 25 publications

Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire

Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften

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