Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)
Saved in:
| Title: | Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI) |
|---|---|
| Language: | English |
| Authors: | Scheer, David (ORCID |
| Source: | International Journal of Inclusive Education. 2023 27(4):472-492. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Test Construction, Psychometrics, Definitions, Inclusion, Questionnaires, Factor Analysis, Factor Structure, Goodness of Fit, Test Reliability, Test Validity, Self Efficacy, Self Concept Measures |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| DOI: | 10.1080/13603116.2020.1853256 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | Within educational and social discourses, the term 'inclusion' has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire ["Fragebogen zur Erfassung subjektiver Definitionen von Inklusion"] (FEDI) as an economic instrument that takes subjective definitions of inclusion into account. This paper describes the construction and first psychometric evaluation of the questionnaire instrument that 513 participants with various professional backgrounds completed. We used exploratory and confirmatory factor analyses of two different subsamples to identify the measuring model. We found a three-factor structure with acceptable-to-good fit measures and an acceptable reliability ("CR" from 0.81 to 0.87). Small to medium correlations of the FEDI scales with attitudes towards inclusion and teachers' sense of efficacy suggest that discriminant validity is given. Perspectives for further research and implications for practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1389095 |
| Database: | ERIC |
| Abstract: | Within educational and social discourses, the term 'inclusion' has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire ["Fragebogen zur Erfassung subjektiver Definitionen von Inklusion"] (FEDI) as an economic instrument that takes subjective definitions of inclusion into account. This paper describes the construction and first psychometric evaluation of the questionnaire instrument that 513 participants with various professional backgrounds completed. We used exploratory and confirmatory factor analyses of two different subsamples to identify the measuring model. We found a three-factor structure with acceptable-to-good fit measures and an acceptable reliability ("CR" from 0.81 to 0.87). Small to medium correlations of the FEDI scales with attitudes towards inclusion and teachers' sense of efficacy suggest that discriminant validity is given. Perspectives for further research and implications for practice are discussed. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2020.1853256 |
