注意多样性知觉量表的构建与验证

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-01-07 DOI:10.1177/00131245211069945

Esther Cuadrado, Blas Domínguez-Herrera, Bárbara Luque, Manuel Moyano, C. Tabernero

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引用次数: 0

摘要

本研究的主要目的是开发并验证一种可靠有效的量表，用于测量教师对课堂多样性注意的感知:多样性注意感知量表(PADS)。为此，456名教师接受了调查。探索性和验证性因素分析证实了预期双因子结构的稳健调整。确定的两个因素是(a)与特殊教育需要有关的注意知觉，有五个项目;(b)与文化多样性有关的注意知觉，有四个项目。量表及其因子与其他心理变量之间的关系模式支持构念效度。这项研究提供了一个有用的工具，既可以衡量教师对他们在课堂上提供的多样性关注水平的看法，也可以分析这种看法与不同研究变量之间的关系。

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Construction and Validation of the Perception of Attention to Diversity Scale (PADS)

The main objective of this study was to develop and validate a reliable and valid scale that allows the measurement of the perception that teachers have of attention to diversity in the classroom: the Perception of Attention to Diversity Scale (PADS). To this end, 456 teachers answered a survey. Exploratory and confirmatory factor analyses confirmed a robust adjustment of the expected bifactorial structure. The two factors identified were the perception of attention (a) related to the Specific Educational Needs, with five items, and (b) related to cultural diversity, with four items. The patterns of relationship between the scale and its factors with other psychological variables supported the construct validity. The study provides a useful tool both to measure the perception that teachers have of the levels of attention to diversity they offer in the classroom, and to analyze the relationship that such perception can have with different study variables.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.