Validity and Reliability of the Classroom Participation Questionnaire with Deaf and Hard of Hearing Students in Public Schools

Autor/inn/en	Antia, Shirin D.; Sabers, Darrell L.; Stinson, Michael S.
Titel	Validity and Reliability of the Classroom Participation Questionnaire with Deaf and Hard of Hearing Students in Public Schools
Quelle	In: Journal of Deaf Studies and Deaf Education, 12 (2007) 2, S.158-171 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enl028
Schlagwörter	Measures (Individuals); General Education; Partial Hearing; Deafness; Validity; Academic Achievement; Questionnaires; Student Participation; Scores; Achievement Tests; Evaluation Methods; Classroom Environment; Reliability + Suchen Sie Ihr Suchwort? Messdaten; Allgemein bildendes Schulwesen; Allgemeinbildung; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Gültigkeit; Schulleistung; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Klassenklima; Unterrichtsklima; Reliabilität
Abstract	The Classroom Participation Questionnaire (CPQ) was administered to 136 deaf or hard of hearing (D/HH) students attending general education classrooms in Grades 4-10. The CPQ is a student-rated measure that yields scores for Understanding Teachers, Understanding Students, Positive Affect, and Negative Affect. Validity and reliability of a long (28-item) and a short (16-item) form are reported. We provide evidence of (a) internal structure validity through an examination of the relationships between the subscales and an analysis of interitem reliability within each scale, (b) reliability over time by examining the scores of students over a 3-year period, and (c) external structure validity through an examination of the relationships of the CPQ with measures of teacher-rated academic competence and Stanford achievement scores. The results suggest that both the long and short form of the CPQ can be used to assess participation of D/HH students in general education classrooms. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10