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Experimental analysis of question wording in an instrument measuring teachers' attitudes toward inclusive education

机译：问题措词在衡量教师对全纳教育态度的工具中的实验分析

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An experimental study (n = 288 general and special education teachers) examining the effects of altering the referent ("students with mild disabilities," "students with severe disabilities," or "students with disabilities") on a four-item scale (Negative Effect of Inclusion) indicated that wording changes had little effect on the scale's psychometric properties (e.g., factor pattern coefficients). Changes did result in a shift in the mean level of the attitude scale. Regression coefficients between the scale and type of teacher, total years of teaching experience, years of experience at current school, and training in inclusion were not significantly altered by changing the referent. Gender was the only predictor that exhibited a lack of invariance in its regression coefficients across questionnaire forms that differed in referent. For most of the bivariate relationships examined in this study, the same conclusions would be drawn no matter which of the three referents were used.
机译：一项实验研究（n = 288名普通和特殊教育教师）研究了在四项量表（负数）上改变指称对象（“轻度残疾学生”，“重度残疾学生”或“残疾学生”）的影响包含的影响）表明措辞的改变对量表的心理计量学特性（例如，因子模式系数）影响很小。变化确实导致态度量表的平均水平发生了变化。通过更改参考对象，教师的规模和类型，教学经验的总年数，当前学校的经验年数以及包括的培训之间的回归系数并没有显着改变。性别是唯一一种在不同调查表形式之间的回归系数中缺乏不变性的预测因子，而指称形式不同。对于本研究中研究的大多数双变量关系，无论使用哪三个参考对象，都将得出相同的结论。

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