School Educators' Engagement with Research: An Australian Rasch Validation Study

Autor/inn/en	Gleeson, Joanne; Cutler, Blake; Rickinson, Mark; Walsh, Lucas; Ehrich, John; Cirkony, Connie; Salisbury, Mandy
Titel	School Educators' Engagement with Research: An Australian Rasch Validation Study
Quelle	In: Educational Assessment, Evaluation and Accountability, 35 (2023) 2, S.281-307 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gleeson, Joanne) ORCID (Cutler, Blake) ORCID (Rickinson, Mark) ORCID (Walsh, Lucas) ORCID (Ehrich, John) ORCID (Cirkony, Connie) ORCID (Salisbury, Mandy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-023-09404-7
Schlagwörter	Foreign Countries; Item Response Theory; Research Utilization; Educational Research; Test Construction; Factor Analysis; Test Validity; Test Reliability; Elementary School Teachers; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Item-Response-Theorie; Forschungsumsetzung; Bildungsforschung; Pädagogische Forschung; Testaufbau; Faktorenanalyse; Testvalidität; Testreliabilität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	There are growing expectations in Australia and internationally that school educators will engage with and use research to improve their practice. In order to support educators to respond to such expectations, there is a need to be able to accurately assess the levels of educators' research engagement. At present, however, few psychometrically sound instruments are available. Drawing on two studies of Australian educators (n = 1,311) and utilising Rasch analysis, supported by confirmatory factor analysis, this paper reports on the development of a brief eight-item scale that demonstrates validity and reliability and evidenced unidimensionality in the second study. The scale is intended as a quick, easy-to-use tool for educators to gain insights into their beliefs about the value of engaging with research, their actions around using research, and their confidence in finding, interpreting, and judging the quality of relevant research. Notwithstanding the need for further testing, this paper argues that the scale has the potential to be applicable to other educational contexts and to contribute to future research into educators' research engagement and its assessment. The scale can also provide school and education system leaders, as well as evaluators and researchers, with data regarding educators' research engagement over time, allowing for research use supports and resources to be better targeted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01