The Inclusive Classroom Profile (ICP) Preliminary Findings of Demonstration Study in North Carolina

Autor/inn/en	Soukakou, E.; Winton, P.; West, T.
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	The Inclusive Classroom Profile (ICP) Preliminary Findings of Demonstration Study in North Carolina
Quelle	(2012), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Profiles; Rating Scales; Inclusion; Field Tests; Classroom Techniques; Preschool Education; Interrater Reliability; Factor Structure; Correlation; Construct Validity; Program Evaluation; North Carolina + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Rating-Skala; Inklusion; Praxisübung; Klassenführung; Pre-school education; Vorschulerziehung; Interrater-Reliabilität; Faktorenstruktur; Korrelation; Programme evaluation; Programmevaluation
Abstract	The Inclusive Classroom Profile (ICP) was developed in response to a lack of validated instruments designed specifically to measure the quality of inclusive practices, and it is based on research evidence on the effectiveness of specialized instructional strategies for meeting the individual needs of children in inclusive settings (Odom, 2004; National Professional Development Center on Inclusion, 2011; Buysse and Hollingsworth, 2009). The ICP has been used in a pilot study in the United Kingdom with promising results for the measure's reliability and validity (Soukakou, in press). The purpose of this study was to conduct the first USA demonstration study leading to validation. The measure was field tested in 51 inclusive settings in North Carolina. The following are the preliminary results from this demonstration study: (1) The measure has acceptable inter-rater agreement, is internally consistent, and shows a good factor structure; (2) Correlations with another measure of global classroom quality (ECERS-R) provided initial evidence for construct validity; and (3) Assessors reported the measure to be feasible and easy to use. (Contains 1 footnote.) [Additional funding for this paper was provided by the NC Rated License Assessment Project, the Division of Child Development and Early Education; and the NC Department of Public Instruction, Exceptional Children.] (As Provided).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10