scholarly journals Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q

2021 ◽  
Vol 11 (9) ◽  
pp. 511
Author(s):  
María del Carmen López-López ◽  
María José León Guerrero ◽  
Emilio Crisol Moya
Keyword(s):  
Inclusive Education ◽  
Assessment Tool ◽  
Compulsory Education ◽  
School Management ◽  
Point Of View ◽  
Surrounding Area ◽  
Self Assessment ◽  
Confirmatory Factor ◽  
Work Done ◽  
Reliable Scale

The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.

scholarly journals Az inkluzív intézményvezetés és az inkluzív nevelés-oktatás összefüggései

Educatio ◽  
2021 ◽  
Vol 29 (3) ◽  
pp. 350-362
Author(s):  
Andrea Perlusz
Keyword(s):  
Special Needs ◽  
School Leadership ◽  
Inclusive Education ◽  
Assessment Tool ◽  
Decisive Role ◽  
Educational Institutions ◽  
Self Assessment ◽  
Institutional Practices ◽  
Inclusive School ◽  
European Agency

Összefoglaló. Az inkluzív intézményvezetés fogalma a 2000-es évek elején került be a pedagógiai szakmai gondolkodásba annak a felismerésnek az eredményeképpen, hogy a nevelési-oktatási intézmények vezetőinek meghatározó szerepük van az inklúziós politikák átültetésében, a befogadó gyakorlat és az inkluzív iskolai kultúra eredményes megvalósításában (Ainscow–Sandil 2010; Ruairc 2013). A tanulmányban bemutatott kutatás, melyet a European Agency for Special Needs and Inclusive Education 2019-ben indított (Supporting Inclusive School Leadership, SISL), három szakaszban vizsgálja a részt vevő tagállamok szakpolitikáit, illetve intézményi gyakorlatait. A projekt célja az inkluzív intézményvezetést elősegítő szakpolitikai környezet bemutatása, azoknak a kompetenciáknak a leírása, melyek a sikeres inkluzív intézményvezetőt, illetve intézményvezetést jellemezhetik, illetve a képzés, továbbképzés és a professzionális fejlődés lehetőségeinek támogatása önértékelő eszköz kidolgozásával. Summary. The concept of inclusive school leadership was introduced into pedagogical professional thinking in the early 2000s, as a result of the realisation that the leaders of educational institutions have a decisive role in transposing inclusive policies, effective implementation of inclusive practices and inclusive school culture (Ainscow and Sandill, 2010; Ruairc, 2013). The research presented in the study, launched by the European Agency for Special Needs and Inclusive Education in 2019 (Supporting Inclusive School Leadership SISL) examines the policies and institutional practices of the participating member states in 3 phases. The aim of the project is to present a policy environment conducive to inclusive institution-management, to describe the competences that can characterise a successful inclusive leader of institution or institution management, and to support the opportunities for training, further training and professional development by developing a self-assessment tool.

scholarly journals Psychometric examination of Runco Ideational Behavior Scale: Thai adaptation

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Puthyrom Tep ◽  
Sorakrich Maneewan ◽  
Saranya Chuathong
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Dimensional Structure ◽  
Self Assessment ◽  
Confirmatory Factor ◽  
Behavior Scale ◽  
Creative Ideation

AbstractCreativity is a multidimensional construct. Several different approaches have been developed to measure creativity, including psychometric scales. The Runco Ideational Behavior Scale (RIBS) is one such measure of creative ideation. The primary purpose of this paper was to assess the 23 items of the RIBS in the context of the Thai language and examine scale reliability and validity. Participants, consisting of 508 undergraduate students selected from five Thai public universities, were selected through a convenience sampling approach involving both exploratory and confirmatory factor analysis. Results suggested that the Thai version of the RIBS presented a valid measure to a certain extent. Factor analysis of the empirical data indicated a two-dimensional structure. Confirmatory factor analysis (CFA) results confirmed that the two-factor construct demonstrated a better fit with improved psychometric characteristics. Six items were eliminated from the Thai RIBS version inventory: five items during explanatory factor analysis (EFA) and one during the CFA process. Results will contribute to ascertaining that the Thai version of the RIBS instrument can be used as a self-assessment tool for measuring students’ creative ideation. Implications and limitations of this research are discussed with suggestions for future studies.

scholarly journals Does the School Really Support My Child? SOFIA: An Assessment Tool for Families of Children with SEN in Spain

2020 ◽  
Vol 12 (19) ◽  
pp. 7879
Author(s):  
Laura Sánchez-Pujalte ◽  
María Teresa Gómez-Domínguez ◽  
Ana Soto-Rubio ◽  
Diego Navarro-Mateu
Keyword(s):  
Psychometric Properties ◽  
Inclusive Education ◽  
Educational System ◽  
Assessment Tool ◽  
Special Educational Needs ◽  
Confirmatory Factor Analyses ◽  
Education Assessment ◽  
Confirmatory Factor ◽  
The Family ◽  
Average Variance

The integration of the family in educating their children allows for the optimization of educational intervention. Despite its relevance, there is not much research aimed at collecting the voice of the families of students with Special Educational Needs (SEN) about their relationship with the school system. The present study aims to develop and validate a questionnaire of the family perception of the support received from the educational system, the Satisfaction of Family in Inclusive Education Assessment (SOFIA) Questionnaire, conformed of 26 indicators. Analyses of the psychometric properties of the instrument support that they are good for use in this area. Specifically, exploratory and confirmatory factor analyses support the internal structure of the instrument (confirmatory factorial analysis (CFA) = SBχ2 = 607.11, p < 0.001; χ2/df = 2.07; Comparative Adjustment Index (IFC) = 0.902; Incremental Adjustment Index (IFI) = 0.903; the root mean square error approximation (RMSEA) = 0.071) in the same way, all dimension showed adequate reliability (Cronbach’s alpha ranged from 0.91 to 0.94; CR ranged from 0.91 to 0.95). The Average Variance Extracted (AVE) results also showed adequate results (0.55 to 0.68). Our research results indicate that the SOFIA Questionnaire’s psychometric properties are adequate for the Spanish context. The SOFIA Questionnaire is presented as a valid and reliable instrument to collect the families’ perception of the support they receive from the educational system.

scholarly journals The Chinese Assessment of physical literacy: Based on Grounded Theory Paradigm for children in grades 3-6

2022 ◽  
Author(s):  
Wang YongKang ◽  
Fu QianQian
Keyword(s):  
Factor Analysis ◽  
Convergent Validity ◽  
Quantitative Methods ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Physical Literacy ◽  
Self Assessment ◽  
Qualitative And Quantitative Methods ◽  
Confirmatory Factor ◽  
Assessment Questionnaire

The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3-6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of original PLAQ was based on literature review and interviews, and administered to 1179 primary students graded 3-6 in China. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to optimize the structure and verify the reliability and validity of the questionnaire. The model of PLAQ is composed of 4 first-level indicators, 10 second-level indicators and 35 third-level indicators. The results of EFA and CFA resulted in a 44-items, 4-factor questionnaire. EFA item loadings ranged from 0.558 to 0.896, and Cronbach's alpha ranged from 0.818 to 0.892. The results of CFA show that the constructed model fits well, and PLAQ has good convergent validity and discriminative validity. The PLAQ appeared to be reliable and valid that can be used as an assessment tool for students in grades 3-6. PLAQ can be used as a guide for the development of PL. Additionally, PLAQ gives us a shared understanding about what PL is and how it can be developed by Chinese children. However, studies on the accuracy and generalizability of the PLAQ should be conducted to improve it in the future.

scholarly journals Epistemic injustices and participatory research: A research agenda at the crossroads of university and community

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Baptiste Godrie ◽  
Maxime Boucher ◽  
Sylvia Bissonnette ◽  
Pierre Chaput ◽  
Javier Flores ◽  
...  
Keyword(s):  
Participatory Research ◽  
Knowledge Production ◽  
Assessment Tool ◽  
Operation Time ◽  
Two Dimensions ◽  
Point Of View ◽  
Critical Approach ◽  
Self Assessment ◽  
Community Based ◽  
Team Members

This article presents an innovative framework to evaluate participatory research. The framework, comprising both a methodology and a self-assessment tool, was developed through a participatory approach to knowledge production and mobilisation. This process took place over the last two years as we, a multidisciplinary team made up of researchers and community-based organisation members from the Groupe de recherche et de formation sur la pauvreté au Québec, were building a scientific program on social injustices and participatory research. We argue that participatory research can help provide a university-community co-constructed response to epistemic injustices embedded within the processes of knowledge production. From our perspective, the mobilisation of knowledge from the university and the community, initiated at the earliest stages of the creation of a research team, is part of a critical approach to the academic production of knowledge. It also constitutes a laboratory for observing, understanding and attempting to reduce epistemic injustices through building bridges between team members. The article focuses on two dimensions of the framework mentioned above: (1) The methodology we established to build co-learning spaces at the crossroads of university and community-based organisations (recruitment of a coordinator to organise and facilitate the workshops, informal and friendly meetings, regular clarification of the process and rules of operation, time for everyone to express themselves, informal preparatory meetings for those who wanted them, financial compensation where required, etc.); and (2) A self-assessment tool available in open access that we built during the process to help academics and their partners engage in a reflexive evaluation of participatory research processes from the point of view of epistemic injustices. Throughout we pay particular attention to challenges inherent in our research program and our responses, and finish with some concluding thoughts on key issues that emerged over the course of two years’ research.

LEGAL, MORAL AND ETHICAL SIDE OF THE OFFENSE, DISCREDITING HONOR EMPLOYEE THE PENAL SYSTEM

2020 ◽  
Vol 10 (2) ◽  
pp. 213-218
Author(s):  
OKSANA KOCHKINA ◽  
◽  
OLGA MARCHUK ◽  
Keyword(s):  
Point Of View ◽  
Professional Activity ◽  
Penal System ◽  
Moral Norms ◽  
Ethical Aspects ◽  
Self Assessment ◽  
Personal Qualities ◽  
Executive System ◽  
Correction System

The article examines the legal and moral and ethical aspects of a misdemeanor that discredits the honor of an employee of the criminal Executive system. The considered reason for dismissal has the main feature associated with the integration of legal and moral norms, which often raises a lot of questions about the attribution of a particular offense to this basis. Using the analysis of normative legal acts, the authors attempt to identify the signs that contribute to the separation of the studied grounds for dismissal from all their diversity. The classification of offenses that discredit the honor of an employee of the criminal Executive system is presented, which allows to systematize and organize the knowledge obtained about the considered grounds for dismissal. The analysis of a misdemeanor that defames the honor of an employee of the penal system from a moral and ethical position gives an understanding, first of all, that it does not have a clear regulation from the point of view of the law, but the consequences of committing such a misdemeanor are clearly legal. The concepts of “honor” and “dignity” are considered as ethical categories and are analyzed as personal qualities that are manifested in an employee of the penal correction system during the period of service. These categories in the behavior of a person or employee are manifested both externally (assessment from the outside) and internally (self-assessment). The article describes the value orientation of an employee of the criminal Executive system to ethical standards in professional activity, which is an integral part of the moral and ethical side of a misdemeanor that discredits the honor of an employee.

Being different or similar? An exploration of inclusive education from the point of view of French adolescents

2021 ◽  
pp. 1-23
Author(s):  
Emilie Chevallier-Rodrigues ◽  
Florence Savournin ◽  
Amélie Courtinat-Camps ◽  
Emmanuelle Brossais ◽  
Myriam de Léonardis
Keyword(s):  
Inclusive Education ◽  
Point Of View

scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL&gt;.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC&lt;.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p&lt;.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p&lt;.001) and course format (b=.16, p&lt;.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

scholarly journals Beijing Friendship Hospital Osteoporosis Self-Assessment Tool for Elderly Male (BFH-OSTM) vs Fracture Risk Assessment Tool (FRAX) for identifying painful new osteoporotic vertebral fractures in older Chinese men: a cross-sectional study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Ning An ◽  
Ji Sheng Lin ◽  
Qi Fei
Keyword(s):  
Assessment Tool ◽  
Roc Curves ◽  
Cross Sectional Study ◽  
Self Assessment ◽  
Cross Sectional ◽  
Fracture Group ◽  
Friendship Hospital ◽  
Fracture Risk Assessment Tool ◽  
Older Chinese ◽  
Sensitivity Specificity

Abstract Background To compare the validation of four tools for identifying painful new osteoporotic vertebral compression fractures (PNOVCFs) in older Chinese men: bone mineral density (BMD), Asian osteoporosis self-assessment tool (OSTA), World Health Organization fracture risk assessment tool (FRAX) (without BMD) and Beijing Friendship Hospital Osteoporosis Self-Assessment Tool (BFH-OSTM). Methods A cross sectional study was conducted from 2013 to 2019. A total of 846 men aged ≥50 were included and were divided into two groups: Fracture Group (patients with PNOVCFs underwent percutaneous vertebroplasty surgery) and Non-Fracture Group (community dwelled subjects for healthy examination). All subjects accepted a dual-energy X-ray BMD test and a structured questionnaire. The results of BMD, OSTA, FRAX and BFH-OSTM scores were assessed and receiver-operating characteristic (ROC) curves were generated to compare the validity of four tools for identifying PNOVCFs. Optimal cutoff points, sensitivity, specificity, and areas under the ROC curves (AUCs) were determined. Results There were significant differences including BMD T score (femoral neck, total hip and L1-L4), OSTA, FRAX and BFH-OSTM scores between Fracture group and Non-fracture group. Compared to BMD and OSTA, BFH-OSTM and FRAX had better predictive value, the sensitivity, specificity and AUC value are 0.841, 81.29%, 70.67% and 0.796, 74.85%, 78.52%, respectively. Compared with FRAX, the BFH-OSTM has a better AUC value. Conclusions Both BFH-OSTM and FRAX can be used to identify POVCFs, However, BFH-OSTM model may be a more simple and effective tool to identify the risk of POVCFs in Chinese elderly men.

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