Conceptualizing and validating a measure of student trust adult dating medora north dakota
A post-hoc EFA showed .920 reliability, produced 11 factors (ten that were identical to CVI factors), and had acceptable structural coefficients.The questions arose: Can CVI contain more than 11 factors to create a comprehensive measure of character?The standardized score is presented on a scale with a mean of 500 and a standard deviation of 100, mich like an SAT or GRE score.For example, a school with a score of 600 on teacher professionalism is one standard deviation above the average score on teacher professionalism of all schools in the sample.The validation study of the 55 CVI items showed reliability at .944 and test/retest correlation at .720.Exploratory factor analysis produced 11 factors explaining 58.5% of variance. The measure by which CVI was compared for validation was a collection of 52 items from the 96-item VIA Youth Survey (VIA-YS; Park & Peterson, 2006b).If the score is 300, it is lower than 97% of the schools.If the score is 400, it is lower than 84% of the schools. If the score is 600, it is higher than 84% of the schools.
In this article, we integrate two distinct bodies of research to explore how teacher care and support impact student outcomes: research on relational culture in classrooms from educational scholars and, for the first time, research on positive organizational scholarship. (2000) Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years.
Corporate reputations are of growing interest as intangible assets that provide firms with a competitive advantage in the marketplace.
This article describes the development and validation of the Rep Trak™ Pulse, an emotion-based measure of the corporate reputation construct that untangles the drivers of corporate reputation from measurement of the construct itself.
We begin by delineating the essential elements of care and support. American Educational Research Journal, 37, 153-184.
We then examine findings on the impact of care and support on initial (e.g., affiliation) and intermediate (e.g., engagement) mediating variables on the pathway to achievement. (2007) Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts.