A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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Finn, J. D. (1993). School engagement and students at risk. Washington, D. C.: National Center for Educational Statistics. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-143. doi:10.3102/00346543059002117 Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234. doi:90/10.1037/0021-9010.82.2.221 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. doi:10.3102/00346543074001059 Fredericks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763–782). New York, NY: Springer. Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8, 99-113. doi:10.1007/BF03340899 Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53, 229-261. doi:10.1007/s11162-011-9247-y González-Romá, V., Schaufeli, W. B., Bakker, A., & Lloret, S. (2006). Burnout and engagement: Independent factors or opposite poles? Journal of Vocational Behavior, 68, 165-174. doi:10.1016/j.jvb.2005.01.003 Guilford, J. P. (1954). Psychometric methods. New York, NY: McGraw–Hill. *Gunuc, S., & Kuzu, A. (2015). Student engagement scale: Development, reliability, and validity. Assessment and Evaluation in Higher Education, 40, 587-610. doi:10.1080/02602938.2014.938019 *Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98, 184-192. doi:10.3200/JOER.98.3.184-192 *Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295. doi:90/10.1037/0022-3514.73.6.1284 *Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330. doi:10.1037//0022- 0663.92.2.316 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412. doi:10.1126/science.1177067 Izard, C. E. (1977). Human emotions. New York: Plenum. *Izard, C. E., Libero, D. Z., Putman, P., & Haynes, O. M. (1993). Stability of emotion experiences and their relations to traits of personality. Journal of Personality and Social Psychology, 98
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A COMPENDIUM OF SCALES for use in t
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Table of Contents Chapter 1: Introd
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Chapter 1: Introduction Rajiv S. Jh
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and boredom; whereas the former inc
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References Bishop-Clark, C. & Dietz
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Chapter 2: Best Practices in Scale
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o Participants respond to items suc
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- Be aware of whether the scale is
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References References marked with a
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*Wielkiewicz, R. M. & Meuwissen, A.
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example, McCabe (2015) examined the
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psychometrically sound tool. Howeve
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a history of the authors’ work do
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*Oleson, K. C., Poehlmann, K. M., Y
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Chapter 4: A Primer on Scale Develo
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scales or develop new ones. In eith
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found their 40-item measure could b
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eflect overall teacher behaviors or
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Although there is some variability
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and/or do not correlate with instru
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Fraley, R. C., & Vazire, S. (2014).
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Streiner, D. L. (2003). Starting at
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Psychology, 36 of the 47 articles (
Page 47 and 48: Assessing and Reporting Validity In
Page 49 and 50: Grades Another common source of alr
Page 51 and 52: References References marked with a
Page 53 and 54: model of collaborative undergraduat
Page 55 and 56: Chapter 6: Measuring Learning and S
Page 57 and 58: joins a new team to teach them abou
Page 59 and 60: Summative Assessments Summative Rub
Page 61 and 62: programs. In a national survey of p
Page 63 and 64: Course Outcomes Scale Centra and Ga
Page 65 and 66: discuss The Motivated Strategies fo
Page 67 and 68: The Motivated Strategies for Learni
Page 71 and 72: Hacker, D. J., Bol, L., & Bahbabani
Page 73 and 74: Stoloff, M. L., & Feeney, K. J. (20
Page 75 and 76: interpretation of analogies is an a
Page 77 and 78: Similar difficulties in accurately
Page 79 and 80: How do we balance the need for effi
Page 83 and 84: *Halpern, D. F. (2010). Halpern Cri
Page 85 and 86: Appendix: A Compendium of General C
Page 87 and 88: Chapter 8: Student Engagement Towar
Page 89 and 90: particular items. Indeed, a point o
Page 91 and 92: employing the SCEQ have shown other
Page 93 and 94: one of eight achievement emotions m
Page 95 and 96: Recent efforts (Saddler, Sonnert, H
Page 97: References References marked with a
Page 101 and 102: *Schaufeli, W.B., Salanova, M., Gon
Page 103 and 104: course. Pretest and posttest survey
Page 105 and 106: Perceptions 7 Problem-Solving 1 Sat
Page 107 and 108: Culture and Issues Knowledge of Cur
Page 109 and 110: Civic Attitudes and Skills Question
Page 111 and 112: Scale of Service-Learning Involveme
Page 113 and 114: engagement and psychological measur
Page 115 and 116: Giles, D. E., & Eyler, J. (2013). T
Page 117 and 118: Appendix A: Research Measures for M
Page 119 and 120: Robby, M.A. -CASQ -SAT/9 Scores -¹
Page 121 and 122: Steinberg, K. S., Hatcher, J. A., B
Page 123 and 124: Chapter 10: Measuring Individual Di
Page 125 and 126: either unnecessary or is referenced
Page 127 and 128: Park, 2005). The merit of the instr
Page 129 and 130: Similar factor structures were prod
Page 133 and 134: Chapter 11: Measuring Well-Being in
Page 135 and 136: items, and the PANAS 44 items, and
Page 137 and 138: Meaning in Life The Meaning in Life
Page 139 and 140: future,” using a 5-point scale (1
Page 141 and 142: Domain-Specific Stress and Anxiety
Page 143 and 144: demonstrate peoples' varying levels
Page 145 and 146: Gehlbach, H. (2015). Seven survey s
Page 147 and 148: Ritchie, R. A., Meca, A., Madrazo,
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Chapter 12: Assessing Professor-Stu
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ends with some unanswered questions
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positively about their professors
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The PSRS underwent further validati
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help or hinder the graduate student
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Komarraju, M. (2013). Ideal teacher
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Chapter 13: Effective Tools for Ass
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offer guidance based on their exper
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The Original TBC Study Our approach
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student/faculty rating with critica
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eveals that five qualities (knowled
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References References marked with a
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*Wann, P.D. (2001, January). Facult
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Nessie the Mythical Loch Ness Monst
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components of knowledge of cognitio
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a cognitive activity (Cacioppo et a
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teacher? In other words, how do we
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Christopher (2015) also suggests th
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Kirk, C., Busler, J., Keeley, J., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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