Construction of a Scale of Contemplative Practice in Higher Education: An Exploratory Study

Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for a relatively new concept known as contemplative practice. The purposes of this study were: (a) to develop a self-report measure, the Scale of Contemplative Practice in Higher Education (SCOPE), and (b) to explore issues of validity and reliability related to the SCOPE. An extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. The participants were 253 educator preparation graduate students. An orthogonal exploratory factor analysis resulted in a seven-factor scale that accounted for 54.48% of the variance, although four factors evidenced low reliability. The 27-item full-scale SCOPE exhibited good internal reliability (α= .857) and test-retest reliability (r = .879). Future exploration is recommended regarding content and construct validation as to whether contemplative practice is best viewed as a single- or multiple-factor construct

A Factor Analytic Validation Study of the Scale of Teachers\u27 Attitudes Towards Inclusive Classrooms (STATIC))

General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed

Cross-Cultural Validation of a Measure of Contemplativity with a Chinese College Sample

The purpose of this article is to present the results of an exploratory cross-cultural validation study of a measure of contemplativity with a Chinese sample. The Scale of Contemplative Practices in Education (SCOPE) was administered to 144 Chinese college students. The results of an exploratory factor analysis accounted for 68% of the variance with a five factor structure, although high correlations among the factors indicate that a single factor may be the best current quantitative measure of contemplativity. Internal consistency estimates were strong for the full scale (.95) and adequate for the factors (.66 to .90). Higher scores on the SCOPE were found to be significantly correlated with lower academic stress (r = -.253) but not GPA (r = .094). The results are discussed in relation to comparisons found between Chinese and United States students and the potential importance of further examining contemplativity with quantitative measures

Let’s Talk: An Examination of Parental Involvement as a Predictor of STEM Achievement in Math for High School Girls

This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are discussed

Low SES Minority Fourth-Graders’ Achievement from an Urban Public Waldorf and Comparison School

The purpose of this study was to compare low SES fourth graders from a public Waldorf school and a comparison school in a large urban city to explore the effects of the Waldorf pedagogy on the academic achievement of minority students from a low SES environment

Selective Mutism: A Three Tiered Approach to Prevention and Intervention

Selective mutism is a rare anxiety disorder that prevents a child from speaking at school or other community settings, and can be detrimental to a child’s social development. School psychologists can play an important role in the prevention and treatment of selective mutism. As an advocate for students, school psychologists can work with teachers, parent caregivers, speech pathologists, and other support staff toward helping children who may develop or have selective mutism. The purpose of this article is to present school-based prevention and intervention approaches within a three-tiered approach that may reduce the incidence and severity of selective mutism. We present theories and research on the etiology and prevalence of the disorder, followed by a review of intervention methods and research at each tier. Based on the theoretical and research literature base, we conclude that early intervention may result in the prevention and amelioration of many occurrences of selective mutism

Content Validation of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC)

The purpose of this study was to examine the content validity of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment analysis indicated that the wording and content of several items were not aligned with current practice or IDEIA. Suggestions for revision of the instrument are offered

A Problem-Solving Approach to School Violence Prevention

This chapter describes how a problem-solving process can be employed effectively in the context of team decision making to design, implement, and evaluate a comprehensive school violence prevention program. Problem solving is conceptualized as the systematic effort to reduce the discrepancy between a current undesirable situation, such as frequent bully behavior, and that of a more preferred circumstance. A five-step process is identified: (a) problem identification, (b) problem analysis, (c) problem response proposals, (d) response implementation, and (e) evaluation of prevention strategies. The model places heavy reliance on data-gathering and analysis at the building level to define the problem accurately, and then to monitor effectively the progress of subsequent prevention programs and procedures.https://digitalcommons.chapman.edu/education_books/1019/thumbnail.jp

Assessment and Evaluation of Students’ Behavior and Intervention Outcomes: The Utility of Rating Scale Methods

In this chapter, we discuss validity issues commonly related to rating scales, describe several frequently used behavior rating scales, and examine some useful rating scales applications and analytical methods that may advance research and practice. Before discussing the rationale and technical aspects of behavior rating scale assessment, we present six fundamental assumptions that should be kept in mind when using and interpreting behavior rating scales.https://digitalcommons.chapman.edu/education_books/1020/thumbnail.jp

Informant Reports: Conceptual and Research Bases of Interviews with Parents and Teachers

In this chapter we briefly expore the historical and theoretical premises of interviewing parents and teachers, followed by an overview of interview methods and formats. We then turn to an analysis of the current state of research on behavioral interviews, and suggestions for future directions toward advancing knowledge and use of behavioral interviews.https://digitalcommons.chapman.edu/education_books/1021/thumbnail.jp