ABSTRACT

School-based teams are a core method for stakeholder collaboration and coordination. Although school teams are responsible for making numerous decisions, a limited number of measures exist to support the evaluation of these meetings, none of which span the full range of hypothesized meeting quality variables (e.g., meeting structure, use of data). In response, an instrument was developed and evaluated for measuring perceptions of team meetings by school-based personnel. After expert content validation and cognitive pretesting took place, 277 respondents completed the 46-item measure in its entirety. Respondents were mostly female (n = 164, 59%) and taught general education (n = 111, 40%). Results from an Exploratory Factor Analysis suggested that, contrary to the hypothesized model, respondents completed the measure in a manner that suggested a three-factor solution consisting of Goals and Data, Facilitator Effectiveness, and Interpersonal Perception. A smaller set of broader constructs may be more appropriate for future instrumentation.

摘要

校本团队是利益相关者协作与协调的核心方法。尽管学校团队负责做出许多决定，但是存在数量有限的措施来支持对这些会议的评估，但这些措施都不能涵盖假设的会议质量变量的所有范围（例如，会议结构，数据使用）。作为回应，开发并评估了一种工具，用于测量校内人员对团队会议的看法。在进行专家内容验证和认知预测试后，有277位受访者完整完成了46个项目的评估。受访者大多为女性（n = 164，59％），并接受过普通教育（n = 111，40％）。探索性因素分析的结果表明，与假设的模型相反，受访者完成调查的方式建议采用三因素解决方案，包括目标和数据，促进者的有效性以及人际关系感知。较小的一组较广泛的构造可能更适合将来的仪器。