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衡量教师对阅读障碍的知识的技术充分性

Deborah K Reed¹, Huibin Zhang¹

¹Tennessee Reading Research Center, University of Tennessee, Knoxville, Tennessee, USA.

Dyslexia (Chichester, England)

|March 18, 2024

概括

这项研究发现,衡量教育工作者对阅读障碍的知识的常用仪器缺乏技术充分性. 结果质疑基于这些评估的政策可靠性,强调需要改进的测量工具.

科学领域:

教育心理学教育心理学
教师教育教育的教师教育.
特殊教育特殊教育

背景情况:

越来越多地强调对于阅读障碍知识的教育政策.
需要可靠的工具来评估教育工作者对阅读障碍的理解.

研究的目的:

评估一种广泛使用的仪器的技术适用性,以测量教师对阅读障碍的知识.
为了确定不同的评分方法是否会影响仪器的心理特征.

主要方法:

对1141名教师的回答进行了分析.
仪器的评分是多元的 (利克尔特尺度) 和二元的 (真假,多选).
进行了探索性和确认性因子分析.

主要成果:

探索性分析表明,超过三分之一的物品被移除了.
确认性分析偏爱一个一个因素的多种类型的模型,但只有六个项目被加载.
所有评分模型都显示了不可接受的内部一致性可靠性 (<0.70).

结论:

没有识别出技术上合适的阅读障碍知识工具版本.
有关基于当前评估成绩的教育政策存在担忧.
结果为改善未来的阅读障碍知识测量工具提供了见解.

关键词:

阅读障碍症阅读障碍症教育政策教育政策教育政策在因子分析的过程中,因素分析.教师的知识教师的知识知识.

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