LTiLE的心理测量验证:一个批判性的反思
1Department of Elementary School Teacher Education, Universitas Sebelas Maret, Surakarta, Indonesia.
本评论回顾了文学教育中的LGBTIQ+主题 (LTiLE) 规模,确定了在教育中测量对LGBTIQ+主题的态度方面的挑战. 它强调需要解决性别差异,并促进包容性教学实践.
科学领域:
- 教育教育教育教育教育教育.
- 心理测量 心理测量 心理测量
- 社会学 社会学 社会学
背景情况:
- 在文学教育中衡量对LGBTIQ+主题的态度是复杂的.
- 文学教育中的LGBTIQ+主题 (LTiLE) 规模已被开发来评估这些态度.
- 现有的心理测量验证需要进行批判性检查.
研究的目的:
- 批判性地检查 LTiLE 尺度的心理测量验证.
- 突出在文学教育中衡量对LGBTIQ+主题的态度方面的挑战.
- 为了强调基于性别的得分差异的影响.
主要方法:
- 对现有的心理测量验证数据进行批判性评论.
- 对潜在得分差异的分析.
- 倡导采用混合方法的方法.
主要成果:
- 对LTiLE尺度的心理测量验证带来了一些挑战.
- 基于性别的显著得分差异需要紧急关注.
- 建议采用混合方法方法,以获得更深入的见解.
结论:
- 需要进一步的心理测量验证和LTiLE尺度的精细化.
- 解决基于性别的得分差异对于公平的测量至关重要.
- 包容性的教学实践和多样化的观点对于文学教育中的LGBTIQ+代表性至关重要.
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