衡量包容性学校中普通和特殊教育教师之间的共同建设性合作 - - 开发和验证两个简短的问卷
Jacquelin Kluge1, Benjamin A Korman2, Janine Schledjewski1
1University of Wuppertal, Wuppertal, Germany.
Frontiers in psychology
|July 2, 2025
概括
这项研究开发并验证了两个问卷,以衡量一般和特殊教育教师在包容性环境中的共同建设性协作. 这些工具对于包容性教育的跨文化研究是可靠和有效的.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 一般和特殊教育教师之间的有效合作对于成功的包容性教育至关重要.
- 共同建设性协作被认为是包容性实践的一个非常有前途的模式.
研究的目的:
- 开发和验证两个简短的问卷以衡量一般和特殊教育教师之间的共同建设性协作.
- 评估这些工具的可靠性和有效性,无论是德语还是英语.
主要方法:
- 进行了6项涉及2332名教师的研究.
- 探索性和确认性因子分析被用于验证尺度.
- 研究了不同教师组的融合有效性和测量不变性.
主要成果:
- 开发了两个可靠的工具:一个全面的,一个专注于承诺和修订的.
- 通过与相关构造的相关关系,如对包容的态度等,确认了收的有效性.
- 对一般与特殊教育教师而言,测量不变性被确立,但对于初级与中等或德语与英语之间的人来说,不那么重要.
结论:
- 开发的工具可靠且有效地衡量了包容性教育环境中的共同建设性协作.
- 这些工具支持跨文化研究在包容性学校的教师协作.
- 局限性包括部分缺乏测量不变性在一些组.
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