教师信息化教学能力量表的设计及检验

教师信息化教学能力是信息化环境下教师从事教育教学活动的核心能力,是全社会教育质量的重要抓手。文章基于典型教师信息化教学能力评价模型,将学科教学法知识、信息化教学设计能力、实施能力、管理能力、评价能力及反思能力作为六个一级维度,设计了教师信息化教学能力量表,并以我国319名中小学教师为研究对象开展调查,以对量表进行检验。研究结果表明:量表具有良好的信度和效度;量表各题项内部一致性较好,符合拟合接受的标准;量表六个维度彼此之间是相互影响的关系。该量表适用于测量教育信息化2.0时代下教师的信息化教学能力水平,并为提升教师信息化教学能力和信息素养提供依据。     

Differences Between Students' and Instructors' Perceptions of Actual and Preferred Classroom Environment in Higher Education

The College and University Classroom Environment Inventory was developed for assessing higher education students' or instructors' perceptions of the following seven dimensions of actual or preferred classroom psychosocial environment: personalisation, involvement, student cohesiveness, satisfaction, task orientation, innovation and individualisation. Each scale displayed satisfactory internal consistency reliability and discriminant validity for use in its actual and preferred forms with either perceptions of students in different classes. Use of the instrument in a study in 20 higher education classes revealed that, first, both students and instructors preferred a more favourable classroom environment than the one actually present and, second, instructors perceived the environment of their classes more positively than did their students in the same classrooms.     

质量评价维度下学前融合教育现状述评

随着学前融合教育日益受到全社会的关注,关于其质量方面的研究也日益丰富。文章综合中国目前学前融合教育现状的研究,以质量的视角对中国大陆学前融合教育的发展状况进行探析,得出:(1)中国大陆在构建学前融合教育质量观念上缺乏理论创新,对学前融合教育的质量内容与要素存在模糊;(2)缺乏适合中国大陆国情的学前融合教育质量评价工具;(3)中国大陆在融合教育理念与知识、物理环境、心理环境、课程与教学、支持系统五大维度下的学前融合教育现状不容乐观,需在各个方面逐步改进,从而提高我国的学前融合教育质量。     

排斥与全纳——全纳教育视野下的教育排斥研究

全纳教育的提出是因为教育排斥的存在,全纳教育与教育排斥之间存在着内在的、必然的关联。全纳教育视野下的教育排斥在对象上经历了针对残疾儿童的教育排斥、针对弱势群体的教育排斥和面向所有儿童所可能引发的教育排斥;在内容上也经历了机会排斥、质量排斥和参与排斥。对教育排斥认识上的深化使得全纳教育被赋予了更为丰富的内涵。然而,全纳教育并没有形成对教育排斥的系统化研究,这使全纳教育视野下的教育排斥不可能获得系统化、理论化的建构而依然停留于经验和直观的层面,从而使全纳教育无论在理念层面还是在实践层面都只获得了有限的成功。     

中国女性人格量表的编制

本量表以我国18岁以上的女性人格特征为评定对象,参照了国内外人格量表的研究,构建了中国女性人格量表的理论框架,量表由宜人性、独立性、审美性、敏感性、安稳性5个维度构成.采用验证性因素分析,结构模型的拟合指数显示模型拟合良好（GFI为0.87、RMSEA为0.06）,总量袁的内部一致性系数为0.832,本量表的信效度均符合心理测量学标准.     

论融合教育的困境——基于四维视角的分析

人权运动推动下产生的融合教育一直是学界争论不休的话题。在中西方不同的文化背景下,融合教育的内在生成机制和外在演进方式也有所不同,面临着多维的困境,制约着融合教育的深入发展。因此我们有必要从融合教育理解的不同视角、融合教育理念的不同层面、融合教育理论的不同成分、融合教育理想实现的不同路径来探讨融合教育所面临的各种困境,以期获得对融合教育更丰富和深层的了解。     

Institutionelle Dimensionen inklusiver Schulbildung – Herausforderungen der UN-Behindertenrechtskonvention für Deutschland,Island und Schweden im Vergleich

The human rights-based orientation embedded in the UN Convention on the Rights of Persons with Disabilities, which mandates inclusive education for all students and counts segregation as discrimination, poses fundamental challenges to institutionalized (special) education systems. However, it does so to different extents, with the Nordic countries having the most inclusive systems worldwide. This analysis contrasts the challenges and opportunities regarding the institutional transformation of special education and inclusive education in Germany, Iceland and Sweden. We address the questions: How do these countries provide educational supports for students considered to have special educational needs? What perspectives can be derived for the implementation of inclusive education, especially for Germany, which is still among the most segregated systems in Europe, from such comparative analysis? The study reveals key differences in three institutional dimensions that hinder or enable inclusive education ? educational ideals and disability paradigms, organizational forms, and regulations.     

First-year University Students of Educational Sciences on Inclusive Education: Attitudes and convictions in Flanders

Inclusion does not yet exist in Flanders, and the realisation of its idea is advancing with difficulty. Three years ago a new curriculum for educational sciences was set up at the Vrije Universiteit Brussel, aimed at forming experts in inclusive education at university level. It is expected that students, having undergone this kind of training, will have an open mind and a positive attitude towards inclusive education. Attitudes and beliefs concerning inclusive education play an important part in its implementation. This study intends to assess the attitude of VUB students to inclusion and inclusive education. First-year students (150) were asked to fill in a questionnaire. They all took two introductory courses on inclusive education. The questionnaire appears useful, but needs fine tuning. The belief that attitudes towards inclusion consist of three separate dimensions, as shown by previous research, can no longer be upheld. Students do not really opt for inclusion. They do not oppose inclusion and inclusive education, but they do not advocate it either. This study suggests that inclusive education in Flanders faces an insecure future.     

Civic learning outcomes: a step towards an inclusive higher education

An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good.     

Inclusive education and social inequality: an update of the question and some geographical considerations

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section “Two parallel concerns” retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section “Inclusive education in academic publications” scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section “Inclusive education in the publications of international organizations” notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section “The geographical dimension of inclusive education” puts forward a few arguments in favour of paying more attention to inclusive education at the local and national levels. The main reasons for highlighting the local dimension arise from the combined factors of social deprivation, the need to co-ordinate measures taken in schools and the possibility of allowing a significant opening for community participation. The main reasons for paying attention to the national dimension relate to possible synergies between inclusive education and the expansion of education (for example, is schooling progressing at the same pace at different educational levels?), as well as between inclusive education and social protection (for example, do the many educational conditions applied to cash transfers have consistent pedagogic implications?).     

Multidimensional Classroom Support to Inclusive Education Teachers in Beijing,China

Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers’ inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research.     

Reliability of the new environmental paradigm for analysing the environmental attitudes of Senegalese pupils in the context of conservation education projects

The New Environmental Paradigm scale for children was developed and validated in Western nations but has seldom been applied in non-western countries. The aim of the current study is to examine the scale’s validity for schoolchildren in Senegal. The study was conducted in three regions of Senegal in November and December 2015, and a total 782 schoolchildren with an average age of 13 years participated. We used Cronbach’s alpha and confirmatory factor analysis to assess the consistency of the scale. The principal component analysis was used to reveal the different potential dimensions of our data-set. Given the low internal consistency of the scale and the unexpected responses to certain items, the scale seems to be rather unreliable for the investigated population. This difference could be caused by specific cultural features encompassing strong religious beliefs, different understandings of the place of humankind in nature, and weak awareness of humans’ impact on the natural world.     

Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education

Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.     

Beijing in-service teachers' self-efficacy and attitudes towards inclusive education

Four-hundred-and-fifty-one in-service teachers from the Beijing municipality filled in a questionnaire containing a Teacher Efficacy for Inclusive Practices (TEIP) scale. The aim was to examine the factor structure of the TEIP scale among mainland Chinese in-service teachers, and to investigate the relationship between self-efficacy for inclusive practices, respondents' background factors and attitude towards inclusive education. The TEIP scale and its three sub-scales had good reliability. Confirmatory factor analysis gave support to a structure of three self-efficacy factors, efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour.     

Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.     

大学生情景宽恕量表的修订及信效度检验

以中国大学生为被试,采用实证研究方式,对Rye等人开发的情景宽恕量表(FS)进行修订。通过对1007名被试的数据进行探索性因素分析、验证性因素分析以及相关分析后发现,情景宽恕量表有三个维度:消极反应的消除、怀有积极反应和自我关注的消除。修订后的量表具有较好的内部一致性信度,同时也显示了较好的结构效度和实证效度。     

Stichwort: Schulische Inklusion

‘Inclusion’ has become a central topic in the field of education. The idea that all children should attending regular schools has been increasingly discussed following the UN Convention, which came into force in Germany in 2009. This article highlights the central dimensions of the on-going discussions on inclusion in education. First, the tension between inclusion as a global and inclusion as a regional concept as well as the tension between the understanding of inclusion in a narrow and broader sense will be discussed. The different areas of discussion emphasize the complexity of this topic. Second the central challenges that are associated with inclusive schooling and curriculum development in inclusive schools will be discussed on the basis of current research findings. Lastly, the importance of attitudes of teachers dealing with inclusion will be highlighted. The article comes to the conclusion that research on and the implementation of inclusive education must take into account the complexity inherent in the circular pattern of causal factors in the field of education.     

Addressing South African Pre-service Teachers’ Sentiments,Attitudes and Concerns Regarding Inclusive Education

This article recounts the findings of a study that investigated pre-service teachers’ attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers’ mean scores on the sentiments scale increased following the intervention (p < 0.001), as did the mean scores on the attitudes scale (p < 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p < 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions.     

Contributions and Constraints to the Implementation of Inclusive Education in Lesotho

This article reports on a study that investigated the extent to which central ministry policy initiatives result in large‐scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi‐method approach to yield a large data‐set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities.     

Development and validation of an educational robot attitude scale (ERAS) for secondary school students

Humanoid robots equipped with social skills have come to be used increasingly in the field of education across various subfields such as science education, special education, and foreign language education. In order to enhance the use of humanoid robots in educational settings, and to comprehensively evaluate its impact on the transformation of the class, understanding students’ attitudes towards the use of robots for educational purposes plays a critical role. This paper outlines the implementation and validation procedures of an educational robot attitude scale (ERAS) developed to measure the attitudes of secondary school students towards the use of humanoid robots in educational settings. The sample of the study comprised of 232 secondary school students. The development and validation process consisted of exploratory factor analysis and convergent validity. The developed scale consists of 17 items and represents four factors of students’ attitude: engagement, enjoyment, anxiety and intention. These four factors accounted for 66% of the total variance of the scale. Internal consistency coefficient for the whole scale was found .90 according to the reliability analysis. The results of the study suggest that the scale is a valid, reliable, and efficient tool for measuring the dimensions of students’ attitudes towards humanoid robots in educational settings.