The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF)

被引：11

作者：

Lozano, Caroline Sahli ^{[1
]}

Wuthrich, Sergej ^{[1
]}

Buchi, Jonas Sebastian ^{[1
]}

Sharma, Umesh ^{[2
]}

机构：

[1] Bern Univ Teacher Educ, Bern, Switzerland

[2] Melbourne Monash Univ, Fac Educ, Melbourne, Vic, Australia

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2022年 / 111卷

关键词：

Inclusive education; Teacher attitudes; Teacher concerns; Measurement scale; Confirmatory factor analysis; IN-SERVICE TEACHERS; PRESERVICE TEACHERS; SELF-EFFICACY; ATTITUDES; DISABILITIES; PERSPECTIVES; PERCEPTIONS; COMPETENCE; INTENTIONS; CONFIDENCE;

D O I：

10.1016/j.ijer.2021.101913

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers play a vital role in the implementation of inclusive education, and understanding where they have worries is essential to researchers and policymakers likewise. The Concerns about Inclusive Education Scale (CIES) is a frequently used scale globally to examine teachers' concerns but yielded mixed results regarding its factor structure. Using a large teacher sample (N1 = 538), we analyzed its factor structure and made modifications informed by our analysis. Results favored a recently proposed factor solution over the original one. Based on this solution, a short form was created, which reduces the CIES length by 42%. It demonstrated excellent model fit in an additional validation sample (N2 = 537), and efficiently and comprehensively assesses teacher concerns about inclusive education.

引用

页数：12

共 76 条

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