Survey of Preschool Teachers and Arts Education (SPTAE)

<p data-end="855" data-start="226">The Survey of Preschool Teachers and Arts Education (SPTAE) is a research-based instrument developed to assess the extent and accessibility of arts education opportunities provided in preschool classrooms. Situated within the broader context of early childhood education and equity in access to the arts, the SPTAE is designed to capture teachers’ self-reported practices related to the frequency, variety, and inclusiveness of arts activities across multiple domains (e.g., dance, drama, media arts, music, and visual arts), as well as structural and contextual factors that support or limit children’s access to these experiences.</p>

<p data-end="1262" data-start="857">The primary purpose of the SPTAE is to provide a reliable and valid measure of preschool teachers’ instructional practices in arts education and the degree to which arts opportunities are accessible to all children in early learning settings. The instrument also aims to document disparities in access and to identify programmatic and environmental conditions associated with more robust arts integration.</p>

<p data-end="1897" data-start="1264">To establish the psychometric properties of the SPTAE, the instrument was administered to a sample of 157 preschool teachers in Indiana. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to examine the underlying factor structure and to provide evidence of construct validity. Content validity was supported through the systematic development of items grounded in early childhood and arts education literature and expert review. Internal consistency reliability was evaluated using standard reliability coefficients, demonstrating acceptable to strong reliability across the identified subscales.</p>

<p data-end="2256" data-start="1899">Results of the validation study provided evidence that the SPTAE is a psychometrically sound instrument for measuring preschool teachers’ provision of and access to arts education. The finalized factor structure reflected coherent dimensions of arts opportunities and accessibility, supporting the theoretical framework guiding the instrument’s development.</p>

<p data-end="2759" data-start="2258">The SPTAE can be applied in both research and practice to assess arts programming in early childhood settings, evaluate the impact of professional development in arts education, and inform policy and programmatic decisions aimed at improving equity and quality in preschool arts experiences. It offers researchers, administrators, and policymakers a systematic tool for monitoring arts education practices and for guiding efforts to expand meaningful, accessible arts opportunities for young children.</p>

<p style="margin-left:48px; text-indent:-.5in"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times="">Begeske, J. (2022) <i>Development, psychometric evaluation, and validation of an instrument to measure implementation and accessibility of preschool arts education</i> (Publication No. 30505855). [Doctoral dissertation, Purdue University]. ProQuest One Academic. <a href="https://www.proquest.com/dissertations-theses/development-psychometric-evaluation-validation/docview/2838331781/se-2" style="color:blue; text-decoration:underline">https://www.proquest.com/dissertations-theses/development-psychometric-evaluation-validation/docview/2838331781/se-2</a></span></span></p>

学前教师与艺术教育调查（The Survey of Preschool Teachers and Arts Education，SPTAE）是一款基于研究开发的测评工具，旨在评估学前教室中艺术教育机会的覆盖范围与可及性。该工具立足于幼儿教育与艺术教育公平获取的宏观框架，旨在收集教师自我报告的实践数据，涵盖多领域艺术活动（如舞蹈、戏剧、媒体艺术、音乐及视觉艺术）的开展频率、形式多样性与包容性，同时记录支持或限制儿童获得此类艺术体验的结构与情境因素。
SPTAE的核心目的是提供一套信度与效度均达标的测评工具，用以衡量学前教师在艺术教育中的教学实践，以及幼儿学习环境中所有儿童均可获取艺术教育机会的程度。该工具同时旨在记录艺术教育获取方面的差异，并识别与更完善的艺术融合相关的项目与环境条件。
为确立SPTAE的心理测量学属性，研究团队向印第安纳州的157名学前教师样本施测了该工具。研究采用探索性因子分析（Exploratory Factor Analysis，EFA）与验证性因子分析（Confirmatory Factor Analysis，CFA），对潜在因子结构进行检验，并为结构效度提供实证依据。内容效度通过基于幼儿教育与艺术教育文献系统开发测评条目，以及专家评审得到验证。内部一致性信度通过标准信度系数进行评估，结果显示各识别出的子量表均具备可接受至优秀的信度水平。
效度验证研究的结果表明，SPTAE是一款心理测量学性能优良的工具，可用于测评学前教师提供艺术教育的情况以及儿童获取艺术教育的机会。最终确定的因子结构清晰反映了艺术教育机会与可及性的各维度，为支撑该工具开发的理论框架提供了实证支持。
SPTAE可应用于研究与实践场景，用以评估幼儿教育机构的艺术课程设置、评价艺术教育专业发展项目的成效，并为旨在提升学前艺术教育公平性与质量的政策及项目决策提供参考。该工具为研究人员、管理者与政策制定者提供了一套系统化工具，可用于监测艺术教育实践，并指导相关工作以拓展面向幼儿的优质、可及的艺术教育机会。
Begeske, J. (2022) 《用于测评学前艺术教育实施情况与可及性的工具的开发、心理测量学评估与效度验证》（学位论文编号：30505855）。[普渡大学博士学位论文] ProQuest One Academic 数据库。https://www.proquest.com/dissertations-theses/development-psychometric-evaluation-validation/docview/2838331781/se-2