Concordia University College of Alberta

About: Concordia University College of Alberta is a education organization based out in Edmonton, Alberta, Canada. It is known for research contribution in the topics: Inclusion (education) & Inverse problem. The organization has 96 authors who have published 157 publications receiving 4088 citations.

Measuring teacher efficacy to implement inclusive practices

Abstract: The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behaviours. The alpha coefficient for the total scale was 0.89. Alpha coefficients for the three factors ranged from 0.85 to 0.93. Reliability analysis for the total scale as well as factors for each country suggested that the scale provides a reliable measure of pre-service teacher perceptions of self-efficacy for inclusion across different countries.

Impact of Training on Pre-Service Teachers' Attitudes and Concerns about Inclusive Education and Sentiments about Persons with Disabilities.

Abstract: Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teachers from Australia, Canada, Hong Kong and Singapore this study reports the effects of training in inclusive education on pre‐service teacher attitudes towards inclusion, their sentiments about people with a disability and their concerns about inclusion. The results are discussed in relation to a range of factors that could have produced different gains in their attitudes, sentiments and concerns among cohorts from different countries.

Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

Abstract: The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre‐...

The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion

Abstract: Thi s paper reports the fin al development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with diffe rent needs; and concerns about implementing inclusion. The Sentiments, Att itudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and administered through a series of refine d surveys. A fin al 15-item scale was

Personality disorders and the five-factor model: a test of facet-level predictions.

Abstract: We tested predicted relationships (Widiger, 1993; Widiger, Trull, Clarkin, Sanderson, 6k Costa, 1994) between personality disorder scores and facets of the five-factor model, and evaluated the relative benefits of facet-level analyses over domainlevel analyses. Data from 614 undergraduates indicated: (a) 63% of the predicted facet relationships were significant, although many unpredicted relationships also emerged; (b) facetlevel analyses did not yield substantially stronger effect sizes than domain-level analyses; but (c) facet-level analyses provided much better discrimination between personality disorders than domain-level analyses. Facets of the openness to experience domain also helped discriminate between personality disorders, which is in contrast to previous domain-level findings that openness is not important.