Validating a Classroom Perception Instrument for Gifted Students in a University-Based Residential Program

Autor/inn/en	Wu, Jiaxi; Jen, Enyi; Gentry, Marcia
Titel	Validating a Classroom Perception Instrument for Gifted Students in a University-Based Residential Program
Quelle	In: Journal of Advanced Academics, 29 (2018) 3, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X18764450
Schlagwörter	Residential Programs; College Programs; Enrichment Activities; Summer Programs; Gifted; Educational Environment; Student Attitudes; Psychometrics; Classroom Environment; Educational Quality; Secondary School Students; Factor Analysis; Models; Goodness of Fit; Item Analysis; Test Items; Student Experience; Attitude Measures; Foreign Countries; Comparative Analysis; Statistical Analysis; Germany; Netherlands; South Korea; United States + Suchen Sie Ihr Suchwort? Sozialer Wohnungsbau; Studienprogramm; Bereicherungsprogramm; Sommerkurs; Begabter, Hoch Begabter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Psychometry; Psychometrie; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Sekundarschüler; Faktorenanalyse; Analogiemodell; Itemanalyse; Test content; Testaufgabe; Studienerfahrung; Ausland; Statistische Analyse; Deutschland; Niederlande; Korea; Republik; USA
Abstract	Summer enrichment and residential programs can provide gifted students with positive social interactions and challenging curricula. However, little research has focused on gifted students' perceptions of the learning environment in such programs. This research project evaluated the psychometric properties and practical applications of the "Student Perceptions of Classroom Quality" ("SPOCQ") instrument. The two studies used a total sample of 1,492 diverse, gifted students in Grades 5 through 12 who participated in a university-based enrichment residential program from 2010 through 2013. Confirmatory factor analysis results indicated that although the original model was a moderately good fit for the gifted student participants in 2010 to 2011, some items on the "SPOCQ" were classroom specific and did not apply to residential programs. Therefore, those items were revised and retested, and results showed that the modified model was a better fit for gifted student participants in 2012 to 2013. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01