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Exploration of an innovative approach to physical education (better movers and thinkers) on children’s coordination and cognition
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Better Movers and Thinkers (BMT): An Exploratory Study of an Innovative Approach to Physical Education
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Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale
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Better movers and thinkers (BMT) : an exploratory study of an innovative approach to physical education
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Psychometric properties of the revised teachers' attitude toward inclusion scale
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Abstract:
This paper presents the psychometric properties of a questionnaire measure that updates and extends Larrivee and Cook's (1979) Opinions Relative to Mainstreaming Scale in terms of structure, terminology, and language. The revised scale was tested using a sample of 106 teachers based in inclusive mainstream schools. Using Principal Component Analysis, a four-factor structure was found for the “attitudes toward inclusion” section of the revised scale: (a) problems of inclusion of special educational needs (SEN) children in mainstream classes; (b) social benefits for all of the inclusion of SEN pupils in mainstream classes; (c) implications of inclusion for teaching practice; and (d) implications for addressing the needs of children with SEN. Moderate to good reliability was found for these components (Cronbach's α: .76–.86). In conclusion, the updated and revised Teachers' Attitude to Inclusion Scale (TAIS) shows promise of being a reliable and valid measure for both research and applied purposes.
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Keyword:
BF Psychology; L Education
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URL: https://doi.org/10.1080/21683603.2014.938383 http://sro.sussex.ac.uk/id/eprint/56070/
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Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention
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Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention
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Developing a language support model for mainstream primary school teachers
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Developing a language support model for mainstream primary school teachers
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Intervention for mixed receptive-expressive language impairment: A review
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The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
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Cost analysis of direct versus indirect and individual versus group modes of manual-based speech-and-language therapy for primary school-age children with primary language impairment
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The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - Implications of recent language intervention research
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Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment
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