View in EDS HTML Full Text PDF Full Text

General and special education teachers' attitudes towards evidence‐based practice.

Saved in:
Bibliographic Details
Title: General and special education teachers' attitudes towards evidence‐based practice.
Authors: Rüger, Lea1 (AUTHOR) lea.rueger@ph‐ludwigsburg.de, Scheer, David1 (AUTHOR)
Source: Journal of Research in Special Educational Needs. Apr2025, Vol. 25 Issue 2, p323-340. 18p.
Subject Terms: *Special education teachers, *Teacher attitudes, *Exploratory factor analysis, *Educational support, Confirmatory factor analysis
Abstract: In the context of special and inclusive education, applying evidence‐based practice (EBP) is important for providing equal access to effective and efficient education for students, regardless of their ability status. However, there is a relevant research‐practice gap in this area. To better understand how teachers can be supported using evidence‐based interventions and to identify training and development needs, we developed a questionnaire on attitudes towards EBP and piloted it with a sample of 809 teachers in Germany. The factor structure was determined using categorical exploratory factor analysis in half of the sample and then confirmed using categorical confirmatory factor analysis in the other half. Good model fit and factor reliability were observed. The instrument is measurement‐invariant between general and special education teachers. As expected, we found more positive attitudes towards EBP among special education teachers. No significant differences were observed between the different age groups. Based on these findings, it can be assumed that the measurement instrument is suitable for use in implementation research, as well as in the evaluation of initial and in‐service teacher training programmes. Further studies on convergent, divergent and prognostic validities are necessary. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 184320718
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: General and special education teachers' attitudes towards evidence‐based practice.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rüger%2C+Lea%22">Rüger, Lea</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lea.rueger@ph‐ludwigsburg.de</i><br /><searchLink fieldCode="AR" term="%22Scheer%2C+David%22">Scheer, David</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Apr2025, Vol. 25 Issue 2, p323-340. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the context of special and inclusive education, applying evidence‐based practice (EBP) is important for providing equal access to effective and efficient education for students, regardless of their ability status. However, there is a relevant research‐practice gap in this area. To better understand how teachers can be supported using evidence‐based interventions and to identify training and development needs, we developed a questionnaire on attitudes towards EBP and piloted it with a sample of 809 teachers in Germany. The factor structure was determined using categorical exploratory factor analysis in half of the sample and then confirmed using categorical confirmatory factor analysis in the other half. Good model fit and factor reliability were observed. The instrument is measurement‐invariant between general and special education teachers. As expected, we found more positive attitudes towards EBP among special education teachers. No significant differences were observed between the different age groups. Based on these findings, it can be assumed that the measurement instrument is suitable for use in implementation research, as well as in the evaluation of initial and in‐service teacher training programmes. Further studies on convergent, divergent and prognostic validities are necessary. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184320718
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1471-3802.12727
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 323
    Subjects:
      – SubjectFull: Special education teachers
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Exploratory factor analysis
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Confirmatory factor analysis
        Type: general
    Titles:
      – TitleFull: General and special education teachers' attitudes towards evidence‐based practice.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rüger, Lea
      – PersonEntity:
          Name:
            NameFull: Scheer, David
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 14713802
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Research in Special Educational Needs
              Type: main
ResultId 1