Development and Validation of the College Campus Environment Scale (CCES): Promoting Positive College Experiences

Fish, Marian C.; Gefen, Dalia R.; Kaczetow, Walter; Winograd, Greta; Futtersak-Goldberg, Rachel

doi:10.1007/s10755-015-9337-4

Cited by 6 publications

(6 citation statements)

References 26 publications

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“…Confirmatory factor analysis was applied to the questionnaire items using varimax rotated principal axis factoring (Kaiser, 1974). The use of confirmatory factor analysis assured that items selected for the final analysis were valid, that is they measured what the researchers intended to measure (Fish, Gefen, Kaczetow, Winograd, & Futtersak-Goldberg, 2016). Varimax rotation helped in simplification of data; the value of factor loadings, thus extracted, was greater than 5 much above the recommended value of <3 (Hu & Bentler, 1999).…”

Section: Resultsmentioning

confidence: 99%

Development and Validation of Performance Appraisal Scale (PAS-HSSTs) for Higher Secondary School Teachers

Tahir

Farooqi

Akhtar

et al. 2020

ojs

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A study was conducted to develop the research instrument for evaluating the Performance Appraisal System (PAS) at public higher secondary schools in Punjab. Data were collected from the three divisions total (N=900) male and female teachers of public schools using a multi-stage sampling technique. The questionnaire was founded on the factors elaborated in the Performance Evaluation Report (PER), National Professional Standards (NPS) for teachers. This scale is extended to evaluate the satisfaction of the teachers with the performance appraisal process. The factors taken from PER are classroom management, quality of teaching, motivation, teamwork, and punctuality, whereas Awareness, Satisfaction with PAS, Dissatisfaction with PAS, and Need for Improvement were added by the researchers to evaluate the PAS process. Performance Appraisal Scale for higher secondary school teachers (PAS-HSSTs) contained 57 items. The experts' opinion was sought to check for content validity, and a pilot study was performed with 300 teachers from public higher secondary schools. The reliability coefficient (Cronbach alpha) of the instrument was .866 for the pilot and .883 for final data. Structure Equation Modelling (SEM) was used for the validation of the instrument (PAS-HSSTs) using Confirmatory Factor Analysis (CFA). The factor loadings of all items used in the scale were well above the threshold value 0.35. The SEM results indicated that Fit indices for PAS resulted in an acceptable model fit.

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Section: Resultsmentioning

confidence: 99%

Development and Validation of Performance Appraisal Scale (PAS-HSSTs) for Higher Secondary School Teachers

Tahir

Farooqi

Akhtar

et al. 2020

ojs

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“…As college sports and the concept of amateurism evolved over the course of the twentieth century, so did a paradigm of the extracurriculum, the framing of undergraduate education where academic life and campus life share equal importance and are deeply connected to a sense of place (Toma & Kezar, 1999). A campus is more than just the classrooms and its libraries, it is also the interactions and extracurricular aspects where learning occurs in the social spaces throughout a campus (Fish et al, 2016). From the faculty, to peers, to the librarians, and advisors and staff throughout residence halls, career services, and clubs or student government, the collegiate ideal represents all the learning that occurs on a college campus and in the extracurriculum (Toma, 2003).…”

Section: Amateurism and The Collegiate Idealmentioning

confidence: 99%

Myles Brand’s Collegiate Model and the Post-Amateurism World of College Sports

Suggs¹,

Hoffman

2021

JIS

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One of Myles Brand’s key contributions as president of the National Collegiate Athletic Association was the development of what he called the “theoretical model of college sports.” In this paper, we present the theoretical antecedents of the collegiate model in the histories of both sport and higher education. We go on to articulate the definition of the collegiate model of sport as Brand presented it iteratively in public comments. Finally, we situate the relevance of the collegiate model as a policy prescription in twenty-first century college sports.

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“…Esta escala adoptó otra estructura de seis dimensiones que contiene al soporte del profesor (apoyo), pertenencia universitaria (afiliación), relación con compañeros (implicación), agresividad escolar, reglamentación universitaria y recursos institucionales. Otra propuesta que no debe confundirse con el CES es la escala del entorno del campus universitario (CCES), para medir las características de los entornos del campus universitario valorados por los estudiantes, la cual está constituida por seis factores: expectativas académicas y profesionales, atletismo, salud, modelos a seguir y mentores, seguridad y actividades sociales y extracurriculares (Fish et al, 2016) Otro aspecto de vital importancia que se ha mencionado anteriormente, es que los estudios de clima de aula universitarios, no han considerado, es la competencia académica. Se sabe que desarrollar este tipo de habilidades aumenta la motivación en el estudiante y disminuye la deserción universitaria cuando la decisión de abandonar la universidad no está atravesada por factores externos (Reason et al, 2006).…”

Section: Introductionunclassified

Discrepancia en el Classroom Environment Scale (CES) entre docentes y estudiantes de EFL en la educación superior

Neira¹,

Argudo-Garzón²

2023

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Resumen El estudio del clima de aula percibido por estudiantes y docentes a nivel de primaria y secundaria es abundante, sin embargo, las herramientas probadas en este medio son escasamente puestas a prueba en el ámbito universitario. El presente estudio tuvo por objetivo evaluar las propiedades psicométricas de la Classroom Environment Scale (CES) en el ámbito universitario, así como evaluar la concordancia entre docentes y estudiantes. La versión del instrumento responde a la escala reducida propuesta por Prado Delgado et al. (2016). Para ello se aplicó esta escala en un número de 94 estudiantes y 5 docentes de una universidad privada en la ciudad de Cuenca, Ecuador. Se aplicó un análisis factorial exploratorio y un análisis factorial confirmatorio, así como se evaluó la fiabilidad de la herramienta y la concordancia en la evaluación que hacen estudiantes y docentes. Los resultados demuestran que, con excepción de las dimensiones de afiliación e implicación, no se cumple con un ajuste adecuado para declarar validez y fiabilidad del constructo en la población universitaria. Por otro lado, en lugar de probar la concordancia se comprueba que existe discrepancia en la evaluación que hacen estudiantes y docentes. Se plantean alternativas que podrían mejorar un proceso de adaptación del CES al ámbito universitario. Palabras clave: CES, clima de aula universitario, concordancia, discrepancia

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Development and Validation of the College Campus Environment Scale (CCES): Promoting Positive College Experiences

Cited by 6 publications

References 26 publications

Development and Validation of Performance Appraisal Scale (PAS-HSSTs) for Higher Secondary School Teachers

Development and Validation of Performance Appraisal Scale (PAS-HSSTs) for Higher Secondary School Teachers

Myles Brand’s Collegiate Model and the Post-Amateurism World of College Sports

Discrepancia en el Classroom Environment Scale (CES) entre docentes y estudiantes de EFL en la educación superior

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