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Update and Validation of a Teachers’ Attitude Toward Education Research Scale

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dc.contributor.advisor Galluzzo, Gary R. Holincheck, Nancy
dc.creator Holincheck, Nancy 2012-04-23 2012-05-31T18:12:51Z NO_RESTRICTION en_US 2012-05-31T18:12:51Z 2012-05-31
dc.description.abstract One of the challenges associated with education becoming an evidence-based practice is teachers’ attitude toward education research. Little is known about why teachers may not look to research to solve instructional problems, but it is likely linked to teachers’ attitudes toward education research. The purpose of this dissertation was to update and validate a scale to measure teachers’ attitudes toward education research. The updated scale was administered to a group of classroom teachers in a large suburban school district (n=474). An exploratory factor analysis found three factors, accounting for 51.5% of the total variance in the final scale. The factors underlying teachers’ attitudes toward education research are personal interest in conducting education research, value of education research, and usefulness of research skills to teachers. Significant differences in the attitude scores were found when examined for teachers’ educational background, types and quality of professional development the teachers have experienced, their exposure to and use of teacher research, and the sources of education research findings that teachers can use in the classroom.
dc.language.iso en_US en_US
dc.subject Teachers' Attitudes en_US
dc.subject Scale Validation en_US
dc.subject Use of Education Research en_US
dc.subject Professional Development en_US
dc.subject Teacher Research en_US
dc.subject Teacher Reading en_US
dc.title Update and Validation of a Teachers’ Attitude Toward Education Research Scale en_US
dc.type Dissertation en PhD in Education en_US Doctoral en Education en George Mason University en

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