Attitudinal instrument development: Assessing cognitive, affective, and behavioral domains of teacher attitudes toward teaching all students
| Autor: | Jess L. Gregory, Lori A. Noto |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | Cogent Education, Vol 5, Iss 1 (2018) |
| Druh dokumentu: | article |
| ISSN: | 2331-186X 2331186X |
| DOI: | 10.1080/2331186X.2017.1422679 |
| Popis: | Despite their entree into the physical space of general education classrooms and the expected instruction of the core academic standards, students with disabilities may still be excluded. Successful inclusion requires a commitment at district, school and classroom level. The attitude of the general education teacher toward the inclusion of students with disabilities is a critical component in the success of inclusionary efforts. The attitudes toward teaching all students (ATTAS-mm) instrument are a nine-item scale with strong reliability and validity that measures educator attitudes. The three subscales: believing all students can succeed in general education classrooms (cognitive), developing personal and professional relationships (affective), and creating an accepting environment for all students to learn (behavioral) explain nearly 80% of the variance in scores. The unstandardized Cronbach alpha for the entire ATTAS-mm scale was 0.83. The three subscales also demonstrated acceptable reliability values (Cognitive, 0.72; Affective, 0.93; Behavioral, 0.84). With strong internal reliability and validity established through a panel of experts and alignment with cognitive psychology literature, the ATTAS-mm was determined to be a valid and reliable instrument for measuring the attitudes toward teaching all students. |
| Databáze: | Directory of Open Access Journals |
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