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Further Development of the Teacher Attitudes to Inclusion Scale: Principal Components and Rasch Analysis

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Title: Further Development of the Teacher Attitudes to Inclusion Scale: Principal Components and Rasch Analysis
Language: English
Authors: Christopher Boyle (ORCID 0000-0002-1073-8346), Shane Costello (ORCID 0000-0003-0750-2057), Joanna Anderson (ORCID 0000-0002-6171-0909), Kim Collett (ORCID 0000-0001-9432-736X), Angela Page (ORCID 0000-0001-9857-9054), Kelly-Ann Allen (ORCID 0000-0002-6813-0034)
Source: International Journal of Inclusive Education. 2024 28(10):2122-2137.
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: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Test Construction, Factor Analysis, Inclusion, Teacher Attitudes, Knowledge Level, Teaching Skills, Teacher Influence, Psychometrics, Test Validity, Secondary School Teachers, Foreign Countries, Test Reliability
Geographic Terms: United Kingdom (Scotland)
DOI: 10.1080/13603116.2022.2063425
ISSN: 1360-3116
1464-5173
Abstract: Providing an effective and high-quality education for all children and young people remains a significant challenge throughout the world. Disputes and contradictions contribute to the prevailing debate as to the justification and merits of inclusive education. One of the reoccurring themes within the literature on inclusive education is the relationship between the successful application of teachers' knowledge, skills, and abilities utilised to include inclusive strategies in their classrooms, and their attitude towards inclusion. A teacher with more positive attitudes will be more accepting of students, build more successful relationships with them, aid in a child's sense of belonging, student academic success and social integration. To address this issue, the Teacher Attitudes to Inclusion Scale (TAIS) was developed by the first author to measure the attitudes of qualified (in-service) teachers towards inclusive education. Using an Exploratory Principal Components Analysis and Reliability, a revised version of the TAIS, the TAIS-R provides a psychometrically validated measure of two constructs -- a global attitude and a personal attitude towards inclusive education that provides an accurate evaluation tool for research and practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433836
Database: ERIC
FullText Text:
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  Data: Further Development of the Teacher Attitudes to Inclusion Scale: Principal Components and Rasch Analysis
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  Data: <searchLink fieldCode="AR" term="%22Christopher+Boyle%22">Christopher Boyle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1073-8346">0000-0002-1073-8346</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shane+Costello%22">Shane Costello</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0750-2057">0000-0003-0750-2057</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanna+Anderson%22">Joanna Anderson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6171-0909">0000-0002-6171-0909</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kim+Collett%22">Kim Collett</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9432-736X">0000-0001-9432-736X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angela+Page%22">Angela Page</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9857-9054">0000-0001-9857-9054</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly-Ann+Allen%22">Kelly-Ann Allen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6813-0034">0000-0002-6813-0034</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(10):2122-2137.
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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: <searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: 10.1080/13603116.2022.2063425
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  Data: Providing an effective and high-quality education for all children and young people remains a significant challenge throughout the world. Disputes and contradictions contribute to the prevailing debate as to the justification and merits of inclusive education. One of the reoccurring themes within the literature on inclusive education is the relationship between the successful application of teachers' knowledge, skills, and abilities utilised to include inclusive strategies in their classrooms, and their attitude towards inclusion. A teacher with more positive attitudes will be more accepting of students, build more successful relationships with them, aid in a child's sense of belonging, student academic success and social integration. To address this issue, the Teacher Attitudes to Inclusion Scale (TAIS) was developed by the first author to measure the attitudes of qualified (in-service) teachers towards inclusive education. Using an Exploratory Principal Components Analysis and Reliability, a revised version of the TAIS, the TAIS-R provides a psychometrically validated measure of two constructs -- a global attitude and a personal attitude towards inclusive education that provides an accurate evaluation tool for research and practice.
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        Value: 10.1080/13603116.2022.2063425
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      – Text: English
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      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Factor Analysis
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      – SubjectFull: Inclusion
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Test Validity
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Test Reliability
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      – SubjectFull: United Kingdom (Scotland)
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