Measuring Inclusive Instruction at German Universities: Extending Validity Evidence

Autor/inn/en	Lombardi, Allison; Buenner, Laura; Loose, Julia; Hoos, Olaf
Titel	Measuring Inclusive Instruction at German Universities: Extending Validity Evidence
Quelle	In: Journal of Postsecondary Education and Disability, 34 (2021) 4, S.361-368 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Inclusion; Foreign Countries; Access to Education; College Faculty; Teacher Attitudes; Translation; German; Test Construction; Test Validity; Factor Analysis; Germany + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Fakultät; Lehrerverhalten; Deutscher; Testaufbau; Testvalidität; Faktorenanalyse; Deutschland
Abstract	Promoting the use of inclusive instruction based on the tenets of Universal Design has occurred in the United States over the past three decades. In this study, a validated measure of university faculty attitudes toward inclusive instruction was translated from English to German and administered to a sample of faculty at a German institution. Responses (n=589) were subjected to an exploratory and confirmatory factor analysis in order to validate the translated items. The exploratory factor analysis yielded seven factors, which were very similar to the English version of the measure. The confirmatory factor analysis indicated the seven-factor solution showed acceptable model fit. Implications are discussed for universities both in the United States and abroad. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01