Engineering - general

Discipline Group: 

Engineering

Validation of the Teaching Engineering Self-Efficacy Scale for K-12 Teachers: A Structural Equation Modeling Approach

Background: Teacher self-efficacy has received attention because of its direct relationship with teachers’ classroom behaviors. Since engineering has been increasingly introduced in K-12 (precollege) education, development of an instrument to measure teachers’ self-efficacy in the context of teaching engineering has been needed.

Purpose (Hypothesis): This study reports the development and validation of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers.

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Teacher Efficacy and Attitudes toward STEM (T-STEM) Survey

Each of the five Science, Technology, Engineering, Mathematics, and Elementary Teacher Efficacy and Attitudes toward STEM Surveys (T-STEM) contains six scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result). The first scale is called the Personal STEM Teaching Efficacy Belief Scale (PSTEBS) and consists of Likert-scale questions which ask the respondent about their confidence in their teaching skills.

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The Wilder Collaboration Factors Inventory

The inventory is a free tool to assess how your collaboration is doing on 20 research-tested success factors. It takes about fifteen minutes to complete. It can be distributed to a small group of leaders in the collaborative, during a general meeting, or via mail to all members for the most complete picture. You can tally your score manually or online.  

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Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science

Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers’ NOS views. However, the crucial component of assessing learners’ NOS views remains an issue in research on NOS.
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Utilizing Collaboration Theory to Evaluate Strategic Alliances

Increasingly, collaboration between business, non-profit, health and educational agencies is being championed as a powerful strategy to achieve a vision otherwise not possible when independent entities work alone. But the definition of collaboration is elusive and it is often difficult for organizations to put collaboration into practice and assess it with certainty. Program evaluators can assist practitioners concerned with the development of a strategic alliance predicated on collaboration by understanding and utilizing principles of collaboration theory.

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Progress in the Development of a Multidimensional Measure of Fear of Failure: The Performance Failure Appraisal Inventory (PFAI)

Measuring fear of failure (FF) is a tremendous challenge for researchers and practitioners because (a) existing measures have demonstrated limited support for the validity of their score interpretations, and (b) existing measures are unidimensional while accumulating evidence suggests that FF is multidimensional. The Performance Failure Appraisal Inventory (PFAI) was developed to measures a set of empirically-derived cognitive-motivational-relational appraisals associated with FF.

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PASCI Student Self-Concept Inventory

The Personal and Academic Self-Concept Inventory (PASCI) measures global, social, physical, and academic components of self-concept, as well as social anxiety. It is a 45-item instrument for middle and secondary school students, and college students. Participants can respond on a continuum, ranging from “practically never” to “very often.”

 

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Reconstructing the Pupils Attitude Towards Technology-Survey

In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in order to use it in correlation with other instruments. The PATT instrument as developed in the nineties is an extensive survey that hasn’t been revalidated over the last three decades.

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Student Engagement and its Relationship with Early High School Dropout

Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct.

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Measuring Experiences of Interest-related Pursuits in Connected Learning

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media.

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