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ERIC Number: ED514864
Record Type: Non-Journal
Publication Date: 2010
Pages: 255
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-0846-2
The Development and Field Testing of an Instrument for Measuring Citizens' Attitudes toward Public School Funding in Terms of Equity, Adequacy, and Accountability
Park, YoongSoo
ProQuest LLC, Ed.D. Dissertation, Ohio University
When the researcher proposed this study, no instrument existed for measuring citizens' attitudes toward school funding equity, so this study was designed as a series of investigations leading to the creation of such an instrument. In order to accomplish this purpose, the researcher first generated an initial pool of items to measure attitudes toward school funding equity. He based these items on themes that surfaced in his critical review of the literature on equity of school funding. The researcher consulted an expert panel organized in an effort to verify the relevance of the items. The researcher pilot tested the instrument that he had revised in response to the experts' suggestions. He used two groups for the pilot test: Ohio University graduate students and Ohio University classified staff members. Based on the analysis of pilot-test data, the researcher identified two salient but discrete domains: attitudes toward equity and attitudes toward accountability. The researcher conducted the first field test in an Ohio school district in order to establish a final set of scales that could be supported empirically as well as to identify the items that contributed to the highest possible reliability for each scale. The results of the first field test also confirmed that the instrument included two different scales. The researcher conducted a second field test in another Ohio school district to establish the concurrent and construct validity of the instrument. Analysis of these data suggested that the instrument did not exhibit either adequate concurrent validity or adequate construct validity. Ultimately the researcher was unable to develop a technically adequate instrument to measure attitudes toward school funding equity. This finding, while disappointing, suggested to him that school funding equity is conceptually complex. Developing an instrument to measure attitudes toward such a complex concept proved difficult. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio