Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)

This study aims to validate the Classroom Climate for an Inclusive Education Questionnaire (CCIEQ) to assess the quality of the conditions for inclusive teaching performance through three different procedures. Firstly, the study aims to evaluate the questionnaire’s content validity, culminating in t...

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Detalles Bibliográficos
Autores: Sánchez Cabrero, Roberto, Sandoval Mena, Marta, Sáez Suanes, Gema Pilar, López de Arana Prado, Elena
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/720076
Acceso en línea:http://hdl.handle.net/10486/720076
https://dx.doi.org/10.54517/esp.v9i5.1754
Access Level:acceso abierto
Palabra clave:classroom climate
European sample
factor analysis
in service teachers
inclusive education
Educación
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spelling Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)Sánchez Cabrero, RobertoSandoval Mena, MartaSáez Suanes, Gema PilarLópez de Arana Prado, Elenaclassroom climateEuropean samplefactor analysisin service teachersinclusive educationEducaciónThis study aims to validate the Classroom Climate for an Inclusive Education Questionnaire (CCIEQ) to assess the quality of the conditions for inclusive teaching performance through three different procedures. Firstly, the study aims to evaluate the questionnaire’s content validity, culminating in the selection of nine theoretically dimensions validated quantitatively by means of an adequate Minimum Discrepancy of the Chi-square Value Divided by Degree of Freedom Index (CMIN/DF). Secondly, it seeks to assess the construct validity of the questionnaire with a Robust Exploratory Factor Analysis Technique and Hull Method to evaluate internal consistency for a final configuration of a single factor to obtain a single final score. Thirdly, the study aims to evaluate the questionnaire’s convergent validity, showing the existing correlations with other instruments previously validated for the same purpose (CEFI-R, UDL-checklist Test) using a common participant sample. To achieve these objectives, a sample of 153 in service teachers was used, recruited for the study sample from four different countries (Spain, Turkey, Latvia and Poland) through cluster sampling. The results show excellent psychometric properties and convergent validity of the CCIEQ, so its use as a scientific tool for samples of European in-service teachers is validatedAsia Pacific Academy of ScienceDepartamento de PedagogíaDepartamento de Psicología Evolutiva y de la EducaciónFacultad de Formación de Profesorado y Educación20242024-02-05research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/720076https://dx.doi.org/10.54517/esp.v9i5.1754reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7200762026-06-23T12:46:27Z
dc.title.none.fl_str_mv Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
title Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
spellingShingle Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
Sánchez Cabrero, Roberto
classroom climate
European sample
factor analysis
in service teachers
inclusive education
Educación
title_short Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
title_full Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
title_fullStr Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
title_full_unstemmed Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
title_sort Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
dc.creator.none.fl_str_mv Sánchez Cabrero, Roberto
Sandoval Mena, Marta
Sáez Suanes, Gema Pilar
López de Arana Prado, Elena
author Sánchez Cabrero, Roberto
author_facet Sánchez Cabrero, Roberto
Sandoval Mena, Marta
Sáez Suanes, Gema Pilar
López de Arana Prado, Elena
author_role author
author2 Sandoval Mena, Marta
Sáez Suanes, Gema Pilar
López de Arana Prado, Elena
author2_role author
author
author
dc.contributor.none.fl_str_mv Departamento de Pedagogía
Departamento de Psicología Evolutiva y de la Educación
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv classroom climate
European sample
factor analysis
in service teachers
inclusive education
Educación
topic classroom climate
European sample
factor analysis
in service teachers
inclusive education
Educación
description This study aims to validate the Classroom Climate for an Inclusive Education Questionnaire (CCIEQ) to assess the quality of the conditions for inclusive teaching performance through three different procedures. Firstly, the study aims to evaluate the questionnaire’s content validity, culminating in the selection of nine theoretically dimensions validated quantitatively by means of an adequate Minimum Discrepancy of the Chi-square Value Divided by Degree of Freedom Index (CMIN/DF). Secondly, it seeks to assess the construct validity of the questionnaire with a Robust Exploratory Factor Analysis Technique and Hull Method to evaluate internal consistency for a final configuration of a single factor to obtain a single final score. Thirdly, the study aims to evaluate the questionnaire’s convergent validity, showing the existing correlations with other instruments previously validated for the same purpose (CEFI-R, UDL-checklist Test) using a common participant sample. To achieve these objectives, a sample of 153 in service teachers was used, recruited for the study sample from four different countries (Spain, Turkey, Latvia and Poland) through cluster sampling. The results show excellent psychometric properties and convergent validity of the CCIEQ, so its use as a scientific tool for samples of European in-service teachers is validated
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-02-05
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/720076
https://dx.doi.org/10.54517/esp.v9i5.1754
url http://hdl.handle.net/10486/720076
https://dx.doi.org/10.54517/esp.v9i5.1754
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Asia Pacific Academy of Science
publisher.none.fl_str_mv Asia Pacific Academy of Science
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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