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dc.contributor.authorAlnahdi, Ghaleb H.
dc.contributor.authorYada, Akie
dc.date.accessioned2020-09-07T05:11:39Z
dc.date.available2020-09-07T05:11:39Z
dc.date.issued2020
dc.identifier.citationAlnahdi, G. H., & Yada, A. (2020). Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale : Scale Unidimensionality. <i>Frontiers in Psychology</i>, <i>11</i>, Article 1725. <a href="https://doi.org/10.3389/fpsyg.2020.01725" target="_blank">https://doi.org/10.3389/fpsyg.2020.01725</a>
dc.identifier.otherCONVID_41909365
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71644
dc.description.abstractThis study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. Only one item (item 18) was rescored to solve a threshold disorder. Further studies with different samples are warranted to confirm the study findings.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Psychology
dc.rightsCC BY 4.0
dc.subject.otherinclusive education
dc.subject.otherJapan
dc.subject.otherRasch analysis
dc.subject.otherTEIP
dc.titleRasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale : Scale Unidimensionality
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202009075753
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1664-1078
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 Alnahdi and Yada
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoomatoimisuus
dc.subject.ysoerityiskasvatus
dc.subject.ysoopetusmenetelmät
dc.subject.ysoinkluusio
dc.subject.ysoRaschin malli
dc.subject.ysokäytäntö
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p15870
jyx.subject.urihttp://www.yso.fi/onto/yso/p6985
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
jyx.subject.urihttp://www.yso.fi/onto/yso/p24250
jyx.subject.urihttp://www.yso.fi/onto/yso/p9640
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fpsyg.2020.01725
jyx.fundinginformationThis project was supported by the Deanship of Scientific Research at Prince Sattam Bin Abdulaziz University Under Research Group # 2020/02/11930.


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