Instrumentation - Revision history

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Sullivan.joseph2050: /* Maslach Burnout Inventory - Educators Survey (MBI-ES) */

2019-12-10T02:52:41Z

‎Maslach Burnout Inventory - Educators Survey (MBI-ES)

Sullivan.joseph2050 at 02:51, 10 December 2019

2019-12-10T02:51:46Z

← Older revision		Revision as of 17:58, 11 May 2020
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	Reference: Jones, J. (2017). The development of the Multicultural Awareness, Skills, and Knowledge Survey: An instrument for assessing the cultural competency of Pre-Service Teachers. "Diversity, Social Justice, and the Educational Leader," 1(2), 40-54.		Reference: Jones, J. (2017). The development of the Multicultural Awareness, Skills, and Knowledge Survey: An instrument for assessing the cultural competency of Pre-Service Teachers. "Diversity, Social Justice, and the Educational Leader," 1(2), 40-54.
		+
		+	''contributed by Héctor Huertas''

← Older revision		Revision as of 17:57, 11 May 2020
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	Reference: Jones, J. (2017). The development of the Multicultural Awareness, Skills, and Knowledge Survey: An instrument for assessing the cultural competency of Pre-Service Teachers. "Diversity, Social Justice, and the Educational Leader," 1(2), 40-54.		Reference: Jones, J. (2017). The development of the Multicultural Awareness, Skills, and Knowledge Survey: An instrument for assessing the cultural competency of Pre-Service Teachers. "Diversity, Social Justice, and the Educational Leader," 1(2), 40-54.
		+
		+
		+	== Multicultural Teaching Competencies Scale ==

	The Multicultural Teaching Competencies Scale (MTCS) is a 16-item inventory using two subscales: multicultural teaching skill and multicultural teaching knowledge, 10 measure multicultural teaching skill, and 6 measure multicultural teaching knowledge. The survey consists of 6-point Likert-type scale, ranging from 1 (strongly disagree) through 6 (strongly agree). The survey questions are formatted in two columns separated by a vertical line. The authors delineate three adverse consequences for multiracial and multiethnic students who do not have instructors who do not possess multicultural teaching competencies to instruct them. First, “lower teacher expectations for racial minority students’ academic ability, [secondly] inequitable assignment of racial minority students of special education classes, and [lastly] disproportionate experiences of academic and social failure among racial minority students” (Spanierman et. al. 2011, p.441). Together, these consequences may have a negative impact on multiracial and multiethnic students’ academic achievement and also widen the academic achievement gap between them and their white peers. Spanierman and colleagues offer a possible approach to remediate this problem. “A survey instrument grounded in extant literature that measures teachers’ self-reported multicultural teaching competence would provide an efficient method of assessment to understand which approach works for whom under what circumstances” (Spanierman et. al. 2011, p.443). The authors (Spanierman et. al. 2011) argue that previous instruments were either poorly constructed or did not yield pertinent information about an individual teacher’s multicultural competencies (p. 442-3). Therefore, the team developed the Multicultural Teaching Competency Scale (MTCS).		The Multicultural Teaching Competencies Scale (MTCS) is a 16-item inventory using two subscales: multicultural teaching skill and multicultural teaching knowledge, 10 measure multicultural teaching skill, and 6 measure multicultural teaching knowledge. The survey consists of 6-point Likert-type scale, ranging from 1 (strongly disagree) through 6 (strongly agree). The survey questions are formatted in two columns separated by a vertical line. The authors delineate three adverse consequences for multiracial and multiethnic students who do not have instructors who do not possess multicultural teaching competencies to instruct them. First, “lower teacher expectations for racial minority students’ academic ability, [secondly] inequitable assignment of racial minority students of special education classes, and [lastly] disproportionate experiences of academic and social failure among racial minority students” (Spanierman et. al. 2011, p.441). Together, these consequences may have a negative impact on multiracial and multiethnic students’ academic achievement and also widen the academic achievement gap between them and their white peers. Spanierman and colleagues offer a possible approach to remediate this problem. “A survey instrument grounded in extant literature that measures teachers’ self-reported multicultural teaching competence would provide an efficient method of assessment to understand which approach works for whom under what circumstances” (Spanierman et. al. 2011, p.443). The authors (Spanierman et. al. 2011) argue that previous instruments were either poorly constructed or did not yield pertinent information about an individual teacher’s multicultural competencies (p. 442-3). Therefore, the team developed the Multicultural Teaching Competency Scale (MTCS).

@@ Line 117: / Line 117: @@
 ''contributed by Lauren Moyer''
-The Multicultural Awareness, Skills, and Knowledge Survey (MASKS) assesses the multicultural knowledge, skills and knowledge of pre-service teachers education majors. The survey consists of 54 questions and the response format used to collect information is a 5-point Likert-type scale, ranging from 1 (not at all) through 5- to a very great extent.  The survey includes three scales and six subscales.  The scales include knowledge, skills, and awareness. The Knowledge Scale includes a total of 12 items, 7 for Institutional Barriers Teaching Strategies, and 5 for Gay, Lesbian, Bisexual Transgender. The Skills scale includes a total of 14 items, 10 items for Ability to Teach and Assess, and 4 for Comfortable Communicating.  The Awareness scale includes a total of 28 items, 10 items for Cultural Biases and Stereotypes, 12 items for Cultural Background Influence, and 6 Academic Difficulties. The type of reliability overall and for each subscale revealed that all 54-item surpassed Cronbach’s alpha threshold of .70. Each item had an alpha score of .90 or more.  Further, the analysis revealed that Knowledge had an alpha score of .93, Skills had an alpha score of .95, and Awareness had an alpha score of .97.
+== Multicultural Awareness, Skills, and Knowledge Survey==
 Reference: Jones, J. (2017). The development of the Multicultural Awareness, Skills, and Knowledge Survey: An instrument for assessing the cultural competency of Pre-Service Teachers. "Diversity, Social Justice, and the Educational Leader," 1(2), 40-54.
-"contributed by Héctor Huertas"
+The Multicultural Teaching Competencies Scale (MTCS) is a 16-item inventory using two subscales: multicultural teaching skill and multicultural teaching knowledge, 10 measure multicultural teaching skill, and 6 measure multicultural teaching knowledge.   The survey consists of  6-point Likert-type scale, ranging from 1 (strongly disagree) through 6 (strongly agree). The survey questions are formatted in two columns separated by a vertical line.  The authors delineate three adverse consequences for multiracial and multiethnic students who do not have instructors who do not possess multicultural teaching competencies to instruct them. First, “lower teacher expectations for racial minority students’ academic ability, [secondly] inequitable assignment of racial minority students of special education classes, and [lastly] disproportionate experiences of academic and social failure among racial minority students” (Spanierman et. al. 2011, p.441). Together, these consequences may have a negative impact on multiracial and multiethnic students’ academic achievement and also widen the academic achievement gap between them and their white peers.   Spanierman and colleagues offer a possible approach to remediate this problem. “A survey instrument grounded in extant literature that measures teachers’ self-reported multicultural teaching competence would provide an efficient method of assessment to understand which approach works for whom under what circumstances” (Spanierman et. al. 2011, p.443). The authors (Spanierman et. al. 2011) argue that previous instruments were either poorly constructed or did not yield pertinent information about an individual teacher’s multicultural competencies (p. 442-3). Therefore, the team developed the Multicultural Teaching Competency Scale (MTCS).
 Reference: Spanierman, L. B., Oh, E., Heppner, P. P., Neville, H. A., Mobley, M., Wright, C. V., Navarro, R. (2011). The multicultural teaching competency scale: Development and initial validation. "Urban Education," 46(3), 440-464.
-"Contributed by Héctor Huertas"
+''contributed by Héctor Huertas''

← Older revision		Revision as of 22:06, 21 April 2020
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	''contributed by Lauren Moyer''		''contributed by Lauren Moyer''

		+	The Multicultural Awareness, Skills, and Knowledge Survey (MASKS) assesses the multicultural knowledge, skills and knowledge of pre-service teachers education majors. The survey consists of 54 questions and the response format used to collect information is a 5-point Likert-type scale, ranging from 1 (not at all) through 5- to a very great extent. The survey includes three scales and six subscales. The scales include knowledge, skills, and awareness. The Knowledge Scale includes a total of 12 items, 7 for Institutional Barriers Teaching Strategies, and 5 for Gay, Lesbian, Bisexual Transgender. The Skills scale includes a total of 14 items, 10 items for Ability to Teach and Assess, and 4 for Comfortable Communicating. The Awareness scale includes a total of 28 items, 10 items for Cultural Biases and Stereotypes, 12 items for Cultural Background Influence, and 6 Academic Difficulties. The type of reliability overall and for each subscale revealed that all 54-item surpassed Cronbach’s alpha threshold of .70. Each item had an alpha score of .90 or more. Further, the analysis revealed that Knowledge had an alpha score of .93, Skills had an alpha score of .95, and Awareness had an alpha score of .97.

−	Héctor the ~~guy who is going~~ to ~~graduate~~	+	Reference: Jones, J. (2017). The development of the Multicultural Awareness, Skills, and Knowledge Survey: An instrument for assessing the cultural competency of Pre-Service Teachers. "Diversity, Social Justice, and the Educational Leader," 1(2), 40-54.
		+
		+	"contributed by Héctor Huertas"
		+
		+	The Multicultural Teaching Competencies Scale (MTCS) is a 16-item inventory using two subscales: multicultural teaching skill and multicultural teaching knowledge, 10 measure multicultural teaching skill and 6 measure multicultural teaching knowledge. The survey consists of 6-point Likert-type scale, ranging from 1 (strongly disagree) through 6 (strongly agree). The survey question are formatted in two columns separated by a vertical line. The authors delineate three adverse consequences for multiracial and multiethnic students who do not have instructors who do not possess multicultural teaching competencies to instruct them. First, “lower teacher expectations for racial minority students’ academic ability, [secondly] inequitable assignment of racial minority students of special education classes, and [lastly] disproportionate experiences of academic and social failure among racial minority students” (Spanierman et. al. 2011, p.441). Together, these consequences may have a negative impact on multiracial and multiethnic students’ academic achievement and also widen the academic achievement gap between them and their white peers. Spanierman and colleagues offer a possible approach to remediate this problem. “A survey instrument grounded in extant literature that measures teacher’ self-reported multicultural teaching competence would provide an efficient method of assessment to understand which approach works for whom under what circumstances” (Spanierman et. al. 2011, p.443). The authors (Spanierman et. al. 2011) argue that previous instruments were either poorly constructed or did not yield pertinent information about an individual teacher’s multicultural competencies (p. 442-3). Therefore, the team developed the Multicultural Teaching Competency Scale (MTCS).
		+
		+	Reference: Spanierman, L. B., Oh, E., Heppner, P. P., Neville, H. A., Mobley, M., Wright, C. V., Navarro, R. (2011). The multicultural teaching competency scale: Development and initial validation. "Urban Education," 46(3), 440-464.
		+
		+	"Contributed by Héctor Huertas"

← Older revision		Revision as of 20:58, 21 April 2020
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	''contributed by Lauren Moyer''		''contributed by Lauren Moyer''
		+
		+
		+	Héctor the guy who is going to graduate

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 Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory. (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
-' 'contributed by Joseph W. Sullivan, Cohort 8' '
+''contributed by Joseph W. Sullivan, Cohort 8''
 ==The School Attitude Assessment Survey – Revised (SAAS - R)==

@@ Line 107: / Line 107: @@
 ' 'contributed by Joseph W. Sullivan, Cohort 8' '
 The School Attitude Assessment Survey – Revised (SAAS - R) is designed to measure academic self-perceptions, attitude toward school, attitudes toward teachers, goal valuation, and motivation/self-regulation in secondary school students.  The purpose of measuring these factors is to distinguish underachievers from achievers in a secondary school setting.  The instrument measures factors through 36 questions in the format of a 7-point Likert-type agreement scale.  Scoring of the instrument is standardized, and the score is derived from means.  McCoach and Siegle (2003) report the SAAS-R demonstrates evidence of adequate internal consistency reliability.  A confirmatory factor analysis exhibited reasonable fit (55) = 1,581.7, CFI = .911, TLI = .918, RMSEA = .059, SRMR = .057 (McCoach & Siegle, 2003).  As reported by McCoach and Siegle (2003), the scores demonstrated a classical theory internal consistency reliability coefficient of at least .85 on each of the five factors.  Interfactor correlations for the five factors of the SAAS-R range from .86 to .91, demonstrating appropriate domains between the subscales.
@@ Line 113: / Line 115: @@
 McCoach, D. B., & Siegle, D. (2003). The school attitude assessment survey – revised: A new instrument to identify academically able students who underachieve. ''Educational and Psychological Measurement, 63''(3), 414-429. DOI: 10.1177/0013164402251057.
-"contributed by Lauren Moyer"
+''contributed by Lauren Moyer''

← Older revision		Revision as of 15:27, 13 December 2019
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	' 'contributed by Joseph W. Sullivan, Cohort 8' '		' 'contributed by Joseph W. Sullivan, Cohort 8' '
		+
		+	The School Attitude Assessment Survey – Revised (SAAS - R) is designed to measure academic self-perceptions, attitude toward school, attitudes toward teachers, goal valuation, and motivation/self-regulation in secondary school students. The purpose of measuring these factors is to distinguish underachievers from achievers in a secondary school setting. The instrument measures factors through 36 questions in the format of a 7-point Likert-type agreement scale. Scoring of the instrument is standardized, and the score is derived from means. McCoach and Siegle (2003) report the SAAS-R demonstrates evidence of adequate internal consistency reliability. A confirmatory factor analysis exhibited reasonable fit (55) = 1,581.7, CFI = .911, TLI = .918, RMSEA = .059, SRMR = .057 (McCoach & Siegle, 2003). As reported by McCoach and Siegle (2003), the scores demonstrated a classical theory internal consistency reliability coefficient of at least .85 on each of the five factors. Interfactor correlations for the five factors of the SAAS-R range from .86 to .91, demonstrating appropriate domains between the subscales.
		+
		+	References:
		+	McCoach, D. B., & Siegle, D. (2003). The school attitude assessment survey – revised: A new instrument to identify academically able students who underachieve. ''Educational and Psychological Measurement, 63''(3), 414-429. DOI: 10.1177/0013164402251057.
		+
		+	"contributed by Lauren Moyer"

@@ Line 99: / Line 99: @@
 The Maslach Burnout Inventory-Educators Survey (MBI-ES)(1996) is designed to assess and measure levels of professional burnout in education professions.  Burnout is a psychological syndrome of emotional exhaustion that depletes workers emotional resources and prohibits the human service worker from contributing on a psychological level to their clients.  The MBI-ES can help people develop awareness to whether burnout is something they need to address in order to understand their own personal feelings potentially related to things like job satisfaction, personal stress levels, and overall motivation (Maslach, Jackson, & Leiter, 1996).  The MBI-ES does not measure specific stressors or particular reasons for burnout.  Instead, this scale is used to determine if participants are experiencing barely noticeable or major feelings, attitudes, or ideas of burnout.
 The MBI-ES takes about 10 to 15 minutes to complete and consists of 22 items which are divided into three subscales. The examiner should be a neutral person and it is suggested that they not be someone who has direct authority of the respondents. Through factor analysis this particular instrument revealed that the following three subscales emerged: Emotional exhaustion, depersonalization, and personal accomplishment.  Emotional exhaustion is characterized by feelings of emotional or physical depletion and represents 9 questions on the questionnaire.  5 questions were designed to measure characteristics of depersonalization which would indicate the lack of empathy and emotional distance between the respondent and their coworkers.  The third subscale measured is personal accomplishment which describes feelings of confidence and competence in one’s job and is assessed by 10 questions.  The items are written in the form of statements about personal feeling or attitudes:  “I feel burned out from my work,” and “I don’t really care what happens to some recipients” are questions that can be found directly on the survey.  The items are answered in terms of frequency in which the respondent experiences these feelings, on a 7-point scale ranging from 0, “never” to 6, “every day”.   Each respondents test form is scored by using a scoring key for each subscale.  The scores for each subscale are considered separately and are not combined into a single, total score, creating three scores computed for each respondent.  Each score is then coded as low, average or high by using numerical cutoff points listed on the scoring key.
- The consequences of burnout are potentially very serious for workers, their clients, and the larger institutions in which they interact.  The MBI-ES is considered to be the leading measurement tool of burnout and will provide a foundation of knowledge to explore individual perspectives that create stress and lead to findings of how professionals cope with that stress.  Combined with an additional measure of burnout, the Areas of Work Life Survey (AWS), both measures can contribute to exploring perceptions of work setting qualities that could also contribute to worker burnout.
+The consequences of burnout are potentially very serious for workers, their clients, and the larger institutions in which they interact.  The MBI-ES is considered to be the leading measurement tool of burnout and will provide a foundation of knowledge to explore individual perspectives that create stress and lead to findings of how professionals cope with that stress.  Combined with an additional measure of burnout, the Areas of Work Life Survey (AWS), both measures can contribute to exploring perceptions of work setting qualities that could also contribute to worker burnout.

← Older revision		Revision as of 02:51, 10 December 2019
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	''contributed by Scott Trungadi, Cohort 8''		''contributed by Scott Trungadi, Cohort 8''
		+
		+
		+	== Maslach Burnout Inventory - Educators Survey (MBI-ES) ==
		+
		+	The Maslach Burnout Inventory-Educators Survey (MBI-ES)(1996) is designed to assess and measure levels of professional burnout in education professions. Burnout is a psychological syndrome of emotional exhaustion that depletes workers emotional resources and prohibits the human service worker from contributing on a psychological level to their clients. The MBI-ES can help people develop awareness to whether burnout is something they need to address in order to understand their own personal feelings potentially related to things like job satisfaction, personal stress levels, and overall motivation (Maslach, Jackson, & Leiter, 1996). The MBI-ES does not measure specific stressors or particular reasons for burnout. Instead, this scale is used to determine if participants are experiencing barely noticeable or major feelings, attitudes, or ideas of burnout.
		+	The MBI-ES takes about 10 to 15 minutes to complete and consists of 22 items which are divided into three subscales. The examiner should be a neutral person and it is suggested that they not be someone who has direct authority of the respondents. Through factor analysis this particular instrument revealed that the following three subscales emerged: Emotional exhaustion, depersonalization, and personal accomplishment. Emotional exhaustion is characterized by feelings of emotional or physical depletion and represents 9 questions on the questionnaire. 5 questions were designed to measure characteristics of depersonalization which would indicate the lack of empathy and emotional distance between the respondent and their coworkers. The third subscale measured is personal accomplishment which describes feelings of confidence and competence in one’s job and is assessed by 10 questions. The items are written in the form of statements about personal feeling or attitudes: “I feel burned out from my work,” and “I don’t really care what happens to some recipients” are questions that can be found directly on the survey. The items are answered in terms of frequency in which the respondent experiences these feelings, on a 7-point scale ranging from 0, “never” to 6, “every day”. Each respondents test form is scored by using a scoring key for each subscale. The scores for each subscale are considered separately and are not combined into a single, total score, creating three scores computed for each respondent. Each score is then coded as low, average or high by using numerical cutoff points listed on the scoring key.
		+	The consequences of burnout are potentially very serious for workers, their clients, and the larger institutions in which they interact. The MBI-ES is considered to be the leading measurement tool of burnout and will provide a foundation of knowledge to explore individual perspectives that create stress and lead to findings of how professionals cope with that stress. Combined with an additional measure of burnout, the Areas of Work Life Survey (AWS), both measures can contribute to exploring perceptions of work setting qualities that could also contribute to worker burnout.
		+
		+
		+	References:
		+
		+	Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory. (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
		+
		+	' 'contributed by Joseph W. Sullivan, Cohort 8' '