Measuring concerns of inclusive music teaching in Hong Kong: Scale development

Measuring concerns of inclusive music teaching in Hong Kong: Scale development

• Wong, Marina Wai Yee Hong Kong Baptist University
• Chik, Maria Pik Yuk Hong Kong Baptist University
• Chan, Edmund Sze Shing Hong Kong Baptist University

Music Education Research, 1-14, 2015

Routledge

2015

• E Special Education
  • EG Inclusive Education
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Seeking to address a gap in the literature, this article reports the development of an instrument to measure Hong Kong primary school music teachers' concerns about inclusive music education. To do so, a 25-item music teachers' Concern of Inclusive Music Teaching (CIMT) scale was constructed and administered to 317 primary schools music teachers in Hong Kong, data from whom indicate that the CIMT scale comprises six concern factors ? 'learning support', 'learning difficulties', 'learning needs', 'resource', 'training' and 'curriculum design and assessment'. Although these data results do not support either Parsons and Fuller's (1974) three-factor model or hierarchical three-factor-related model, they do support a discrepancy noted elsewhere (Kazelskis and Reeves 1987; Schipull, Reeves, and Kazelskis 1995; Boz 2008; Borich 2013) that may reflect the impact of teaching context.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2015.1049259]

• English

Journal Articles

• 14613808

• 10.1080/14613808.2015.1049259

https://bibliography.lib.eduhk.hk/en/bibs/ef9f40c1

2015-10-16