包容性实践对态度的影响:一项荟萃分析研究

IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Education Pub Date : 2023-02-28 DOI:10.15700/saje.v43n1a2212
Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi
{"title":"包容性实践对态度的影响:一项荟萃分析研究","authors":"Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi","doi":"10.15700/saje.v43n1a2212","DOIUrl":null,"url":null,"abstract":"With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effect of inclusive practices on attitudes: A meta-analysis study\",\"authors\":\"Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi\",\"doi\":\"10.15700/saje.v43n1a2212\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.\",\"PeriodicalId\":47261,\"journal\":{\"name\":\"South African Journal of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-02-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"South African Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.15700/saje.v43n1a2212\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.15700/saje.v43n1a2212","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

根据本文报道的研究,我们旨在综合最近的定量研究,通过荟萃分析来具体说明包容性实践对态度的影响。由于态度在包容性方案的执行中发挥着不可或缺的作用,在研究范围内,对对包容性做法态度进行的实验研究的累积结果进行了重新解释。为此,根据纳入标准,对2000年和2021年进行的前测后测对照组研究进行了数据库扫描。在搜索过程之后,从54项研究中选择了23项符合纳入标准的研究。研究的总体样本量包括2016名参与者。平均效应大小计算、异质性检验、,主持人分析和发表偏倚分析是通过综合荟萃分析程序(CMA 3.0)进行的。根据随机效应模型(REM)讨论的结果表明,包容性实践对态度有积极影响,这种影响在很大程度上(g=1.328)与Cohen的分类有关。这一结果表明,包容性做法受到积极态度的强烈影响,从而产生有利的结果。根据调节因子分析,根据组水平,教师组(g=1880)和小学教育(g=1374)的影响大小最高。对包容性的态度受到教师对教学力量的信念的强烈影响。建议对包容性做法进行更多的实证研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Effect of inclusive practices on attitudes: A meta-analysis study
With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
South African Journal of Education
South African Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.60
自引率
0.00%
发文量
19
审稿时长
16 weeks
期刊介绍: The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.
期刊最新文献
Setting up classroom libraries in rural areas: The case of Mogodumo circuit in Limpopo Obstacles to critical thinking: A qualitative study on secondary school learners in Masvingo, Zimbabwe The effect of life-design-based counselling on high school learners from resource-constrained communities Dispositional mindfulness associated with less academic burnout among Muslim students during the COVID-19 pandemic Guidelines for instructional design of courses for the development of self-regulated learning for teachers
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1