Adapted Physical Activity Quarterly · 1997 · 32 citations · 23 references
EducationMusic EducationPhysical EducationAssessment In Music EducationInclusive EducationSpecial Music EducationDisability InclusionEducation For Children With DisabilitiesInclusive Physical EducationInclusive PracticeInclusive TeachingSpecial Education InclusionComparative Fit IndexFit Index EvaluationInclusion AttitudesInclusion In Physical EducationInternal Consistency ReliabilityPsychometric PropertiesPsychometric ValidityTeacher Attitudes Toward Inclusion
The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers ( n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers ( n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers ( n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.
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Comparative fit indexes in structural models.
Peter M. Bentler · Psychological Bulletin · 1990 · 23.9K citations
Testing Structural Equation Models.
Clifford C. Clogg, Kenneth A. Bollen, J. Scott Long · Social Forces · 1995 · 8.3K citations