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Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)

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Title: Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)
Language: English
Authors: Scheer, David (ORCID 0000-0002-0534-7869), Egener, Lea, Laubenstein, Désirée, Melzer, Conny
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
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  Data: Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)
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  Data: <searchLink fieldCode="AR" term="%22Scheer%2C+David%22">Scheer, David</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0534-7869">0000-0002-0534-7869</externalLink>)<br /><searchLink fieldCode="AR" term="%22Egener%2C+Lea%22">Egener, Lea</searchLink><br /><searchLink fieldCode="AR" term="%22Laubenstein%2C+Désirée%22">Laubenstein, Désirée</searchLink><br /><searchLink fieldCode="AR" term="%22Melzer%2C+Conny%22">Melzer, Conny</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2023 27(4):472-492.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: 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.
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        Value: 10.1080/13603116.2020.1853256
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      – Text: English
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        PageCount: 21
        StartPage: 472
    Subjects:
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Psychometrics
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      – SubjectFull: Definitions
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      – SubjectFull: Inclusion
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      – SubjectFull: Test Reliability
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      – SubjectFull: Test Validity
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Self Concept Measures
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      – SubjectFull: Teachers Sense of Efficacy Scale
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      – TitleFull: Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)
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