Validation of the inclusive competences scale for educators (InComSEdu)

Štemberger, Tina; Kiswarday, Vanja

doi:10.15804/tner.2016.44.2.20

“…The survey questions focus on academic research, and career goals were based on two previous studies of REU programs (Gonzalez-Espada and LaDue, 2006; West et al ., 2011). The survey section focuses on entrepreneurial competencies and was based on a previously validated survey from another investigation in the area (Štemberger and Žakelj, 2021). Appendix shows the details of the survey that was answered by participants.…”

Section: Methodsmentioning

confidence: 99%

NSF REU entrepreneurially minded applied energy program evaluation: traditional delivery versus alternative delivery (implemented during COVID-19)

Bosman

¹

,

Soto

²

,

Ostanek

³

et al. 2023

JARHE

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PurposeThe National Science Foundation (NSF) Research Experience for Undergraduates (REU) programs are traditionally delivered in-person and full-time (40 h per week) for 10 weeks during the summer. However, this type of format has the potential to limit broader student participation. This study aims to compare learning assessment data between a traditional NSF REU (10 weeks of summer, full-time, in-person) to an alternative NSF REU delivered virtually, part-time and over 10 months as a result of the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachA retrospective pre-then-post survey was completed to assess perceived learning gains for each REU program. Three learning gains categories were assessed: entrepreneurial competencies, career goals and research skill development. T-tests were used to evaluate a difference in means between pre and post.FindingsFindings show the greatest quantity of learning gains within the alternative program delivery. Moreover, a larger quantity of learning gains was perceived within the first semester of the alternative program delivery compared to the second semester.Practical implicationsThe authors propose the NSF should be intentional about trying new approaches to REU programs delivery, including duration and format, as a way to broaden participation in engineering.Originality/valueThis study is original in that it is the first of its kind to assess an alternative REU program delivery (allowed only because of the COVID-19 pandemic) in comparison to traditional REU program delivery.

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“…The term is understood as one of the primary elements of a teacher's professional competence when working within an inclusive educational environment and responding to the diverse needs of all students (Kirillova & Ibragimov, 2016). Understanding how mainstream teachers regard themselves as prepared and competent to teach and educate in inclusive settings would allow policymakers and teacher educators to better train and empower future teachers to meet the requirements of different learners and provide the most suitable educational environment for all children (Štemberger & Kiswarday, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Although in recent years various aspects of inclusion have attracted much attention, little attention has been paid to the development of assessment tools suitable for measuring teachers' inclusive education competence. Future research studies into any facet of inclusive education need to use psychometrically sound tools which enable researchers to respond to variables that could either help or hinder the development of inclusive competence (Štemberger & Kiswarday, 2016). Understanding teachers' self-perceptions of inclusive competence can contribute to the design and the delivery of teacher professional development and training programs aspiring both in-service and pre-service teachers (Navarro et al, 2016;Rojo-Ramos et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Self-Assessment Inclusion Scale (SAIS): A Tool for Measuring Inclusive Competence and Sensitivity

Argyriadis

¹

,

Paoullis

²

,

Samsari

³

et al. 2023

Preprint

0

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Recent studies highlight the fact that the establishment of an inclusive school is regarded as a requirement for the growth of a pluralistic, democratic society in which each form of diversity is welcomed and valued and the maintenance of social justice is a top priority. The aim of this research was to design and validate the Self-Assessment Inclusion Scale (SAIS) and test it in the population of teachers in Greece and Cyprus. The SAIS scale aims to self-assess the participants’ inclusive competence. Its ultimate goal is to help people to consider their skills, knowledge, and awareness of themselves in their interactions with others. The validation of the SAIS scale took place between October 2022 and February 2023 in 401 teachers in Greece and Cyprus using convenient sampling. The sample consisted of all school grades teachers. The findings imply that the participants were willing to consider their teaching methods and behavior and that they were aware of some of their own biases and stereotypes. In conclusion, the self-assessment scale used in this study to assess inclusive competence was found to be valid and useful in assessing participants' cultural awareness, knowledge, behaviors, and attitudes.

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“…Moreover, teachers' inclusive competence is understood as one of the primary elements of their professional competence when working within an inclusive educational environment and responding to the diverse needs of all students (Kirillova & Ibragimov, 2016). Understanding how mainstream teachers regard themselves as prepared and competent to teach and educate in inclusive settings would allow policymakers and teacher educators to train and empower future teachers better to meet the requirements of different learners and provide the most suitable educational environment for all children (Štemberger & Kiswarday, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Although in recent years various aspects of inclusion have attracted much attention, little attention has been paid to the development of assessment tools suitable for measuring teachers' inclusive education competence. From the previous studies, it is evident that future research studies into any facet of inclusive education need to use psychometrically sound tools that enable researchers to respond to variables that could either help or hinder the development of inclusive competence (Štemberger & Kiswarday, 2016). Understanding teachers' self-perceptions of inclusive competence can contribute to the design and the delivery of teacher professional development and training programmes for both in-service and pre-service teachers (Navarro et al, 2016;Rojo-Ramos et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Self-Assessment Inclusion Scale (SAIS): a tool for measuring inclusive competence and sensitivity

Argyriadis,

Paoullis,

Samsari

et al. 2023

pie

3

0

View full text Add to dashboard Cite

Recent studies highlight the fact that the establishment of an inclusive school is regarded as a requirement for the growth of a pluralistic, democratic society in which each form of diversity is welcomed and valued and the maintenance of social justice is a top priority. The aim of this research was to design and validate the Self-Assessment Inclusion Scale (SAIS) and test it in the population of teachers in Greece and Cyprus. The SAIS scale aims to selfassess the participants’ inclusive competence. Its ultimate goal is to help people to consider their skills, knowledge, and awareness of themselves in their interactions with others. The validation of the SAIS scale took place between October 2022 and February 2023 in 401 teachers in Greece and Cyprus using census sampling. The sample consisted of all school grade school teachers. The results of this study show that SAIS scale is reliable, functional and suitable for use in order to measure the inclusive competence of the participants. Moreover, it emerged that the participants were willing to consider their daily actions and behaviours and had some awareness of their own prejudices and stereotypes. However, there is still a lot to be done in terms of formulating plans to lessen harm and make the environment more inclusive for everyone. The findings imply that the participants were willing to consider their teaching methods and behaviour and that they were aware of some of their own biases and stereotypes. In conclusion, the selfassessment scale used in this study to assess inclusive competence was found to be valid and useful in assessing participants’ cultural awareness, knowledge, behaviours, and attitudes. The research team recommends its use as a tool for maintaining inclusion in community settings, schools and other organisations.

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Validation of the inclusive competences scale for educators (InComSEdu)

Abstract: Prenumeratę instytucjonalną można zamawiać w oddziałach firmy Kolporter S.A. na terenie całego kraju.Informacje pod numerem infolinii 801 205 555 lub na stronie internetowej

Cited by 3 publications

References 52 publications

NSF REU entrepreneurially minded applied energy program evaluation: traditional delivery versus alternative delivery (implemented during COVID-19)

NSF REU entrepreneurially minded applied energy program evaluation: traditional delivery versus alternative delivery (implemented during COVID-19)

Self-Assessment Inclusion Scale (SAIS): A Tool for Measuring Inclusive Competence and Sensitivity

Self-Assessment Inclusion Scale (SAIS): a tool for measuring inclusive competence and sensitivity

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