Addressing Response-shift Bias: Retrospective Pretests in Recreation Research and Evaluation

Sibthorp, Jim; Paisley, Karen; Gookin, John; Ward, Peter

doi:10.1080/00222216.2007.11950109

Cited by 89 publications

(66 citation statements)

References 32 publications

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“…30 An intrinsic problem with this type of tool is recall bias. 31 How does one control for it over time and in our case over multiple experiences? Respondents may not accurately remember how they felt about a statement before the irst event had occurred.…”

Section: Discussionmentioning

confidence: 99%

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Coan

Wijesuriya

Seibert

2019

Journal of Dental Education

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The aims of this study were to implement and evaluate an innovative collaborative event with hospitalized patients to help develop dental hygiene and nursing students' interprofessional competence. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to assess the students' perceptions of interprofessional skill acquisition. Participants were 24 dental hygiene and 25 nursing students at the University of Southern Indiana in spring 2016. The results showed that all students had statistically significant improvement on the ICCAS items from pretest to posttest. There were no significant differences in improvement between the two groups on any single posttest item as the impact of the responses was similar. These results suggest that incorporating collaborative experiences in hospital settings can be an effective means to develop students' skills in interprofessional competence.

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Section: Discussionmentioning

confidence: 99%

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Coan

Wijesuriya

Seibert

2019

Journal of Dental Education

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“…Specifically, inflated (under informed) pretest assessments of self‐efficacy (i.e., “overestimation”; Schwartz & Sprangers, ), for example, followed by standard posttest assessments may convey that the intervention made outcomes worse . In other words, participants’ response shifts may give rise to null or negative results, especially if the treatment (i.e., workshop content) is especially enlightening (Sibthorp, Paisley, Gookin, & Ward, ).…”

Section: Methodsmentioning

confidence: 99%

Declawing the dinosaurs in the science classroom: Reducing Christian teachers’ anxiety and increasing their efficacy for teaching evolution

Hawley

Sinatra

2018

J Res Sci Teach

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America's rank among the lowest of developed countries in evolution acceptance rates is due, at least in part, to religious and political opposition. The negative correlations among religiosity, political ideology, and evolution acceptance in the United States have been documented repeatedly, and comfort with evolution varies by region with reception being especially cool in the south and southwest. Teachers are on the frontlines of the tensions between science and faith and often avoid the topic even if such avoidance violates state laws. Even non-creationist teachers in regions with creationist norms are pressured to conform to regional curricula preferences. The present study describes the outcomes of a professional development workshop that explicitly considerers motivational and identity features of largely conservative, religious science teachers residing in West Texas. Our goal was to reduce the perceived conflict between faith and science such that Christian teachers would feel less negative and more positive about the theory and teaching it, and thus more efficacious in the classroom such that they would be more willing to teach according to the standards. In a retrospective pretest-posttest design, teachers reported reductions in misconceptions and negative emotions in response to the workshop, and gains in positive emotions and self-efficacy. Change scores were particularly marked for female teachers. Moreover, the relationships between community support for teaching evolution and teacher emotions and self-efficacy were reduced post-workshop indicating that teachers became independent from the norms of their schools. Though not the first intervention to support teacher instruction of evolution, the present workshop is the first to our knowledge that seeks to

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“…Thus, while the items in the Development of an Adaptor to Change factor were included on the survey for the sake of completeness, we do not analyze the results further in this paper. The 45-item survey was administered online as a retrospective post-then-pre test to minimize response-shift bias and to effectively measure students' perception of change in their leadership abilities after the completion of the curriculum [22].…”

Section: Methodsmentioning

confidence: 99%

Leadership Development through Design Based Wilderness Education

et al. 2015

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Abstract-The Massachusetts Institute of Technology (MIT)has been collaborating since 2010 with the Singapore Ministry of Education to help develop the Singapore University of Technology and Design (SUTD). One element of this collaboration, the Global Leadership Program (GLP), aims to provide SUTD students with the opportunity to interact with the MIT community and experience MIT's academic culture. During GLP students participate in a program designed to develop leadership ability while also increasing their understanding of engineering science and design thinking. This paper introduces a curriculum implemented in the summer of 2014, that combines the pedagogies of design-based learning and wilderness education, to holistically address the development of these three competencies. Through design-based learning activities, both for and in a natural environment, students were encouraged to develop competency in engineering science and engineering design while exploring the diverse attributes essential for success as an engineer. This paper examines the results of a retrospective post-then-pre survey administered to participants upon completion of the program to explore the effects of the program on the development of professional engineering competencies. We find a statistically significant increase in items associated with Individual Leadership Skill, Group Leadership Skill and the role of Society and the Economy. These results are triangulated with student exit interviews and instructor observations.

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Addressing Response-shift Bias: Retrospective Pretests in Recreation Research and Evaluation

Cited by 89 publications

References 32 publications

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Declawing the dinosaurs in the science classroom: Reducing Christian teachers’ anxiety and increasing their efficacy for teaching evolution

Leadership Development through Design Based Wilderness Education

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