How Inclusive Are the Teaching Practices of My German, Maths and English Teachers? -- Psychometric Properties of a Newly Developed Scale to Assess Personalisation and Differentiation in Teaching Practices

Autor/inn/en	Schwab, Susanne; Sharma, Umesh; Hoffmann, Lisa
Titel	How Inclusive Are the Teaching Practices of My German, Maths and English Teachers? -- Psychometric Properties of a Newly Developed Scale to Assess Personalisation and Differentiation in Teaching Practices
Quelle	In: International Journal of Inclusive Education, 26 (2022) 1, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwab, Susanne) ORCID (Sharma, Umesh) ORCID (Hoffmann, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1629121
Schlagwörter	Inclusion; Teaching Methods; German; Language Arts; Mathematics Education; English (Second Language); Second Language Learning; Foreign Countries; Psychometrics; Test Construction; Individualized Instruction; Student Attitudes; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Deutscher; Sprachkultur; Mathematische Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Psychometry; Psychometrie; Testaufbau; Individualisierender Unterricht; Schülerverhalten; Sekundarschüler; Deutschland
Abstract	Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand "all" students' perceptions about being included in regular classrooms. Therefore, the study examined secondary school students' perceptions about the use of inclusive teaching practices by their different subject teachers. The main objective was to report on the psychometric properties of a newly developed questionnaire measuring students' perceptions about their teachers' use of inclusive teaching practices. A total of 665 secondary grade students rated the use of inclusive teaching practices for their two main subject teachers (German, Maths or English). The study found that the 14-item scale had high reliability ([alpha] = ranging 0.81 for German to 0.87 for English teachers) and consisted of two factors ('Personalisation' and 'Differentiation'). According to the students' perceptions, all subject teachers used some inclusive practices but they were not highly inclusive. A comparison showed that Maths teachers were more inclusive compared to their German counterpart. Implications for school educators and researchers are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01