Principles and Practice of Structural Equation Modeling (2nd ed.)

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

Maslach Burnout Inventory Manual

Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis

I am a researcher and graduate student of American Indian descent (Stockbridge-Munsee/Mohican). I have always been very aware of the absence of other American Indian students in postsecondary education programs; have noticed the shortage of American Indians employed as educators, professors, or administrators; and am acutely aware of the number of American Indian populations excluded from qualitative or quantitative data sets as part of mainstream research agendas that are published on the state or national level. This is the beginning of my dissertation research journey, and the data that I have studied thus far demonstrates a ten-year failure of the traditional, Western, and public educational system in Wisconsin to nurture, graduate, and utilize Native Americans from birth through adulthood. This historical failure in the Wisconsin educational systems and organizations has left the First Children and the First People of this country far behind as compared to their other minority and white counterparts (Bowman ). The extent of how far and why they are behind is what I am determined to discover. Anecdotally speaking, I knew in my heart that the few Indians who did survive school accomplished this despite many barriers or whatever politically correct legislation was the popular rhetoric at the time. But in my head I needed to ascertain, scientifically document, and understand the factors that were responsible for this shameful record regarding the education of Native American students and their underrepresentation as professionals within the educational community. In a time of attempts to abolish affirmative action and hearing the promises of leaving no children behind, I have diligently tried to set aside time to conduct research Cultural Differences of Teaching and Learning

Cultural differences in teaching and learning

Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study☆

The goal of this study was to create and validate a brief multi-dimension scale of teacher engagement—the Engaged Teachers Scale (ETS)—that reflects the particular characteristics of teachers’ work in schools. We collected data from four separate samples of teachers (total N = 823), and followed five steps in developing and validating the ETS.  The result of our five steps of analysis was a 16-item, 4-factor scale of teacher engagement that shows evidence of reliability, validity, and usability for further research. The four factors of the ETS consist of: cognitive engagement, emotional engagement, social engagement: students, and social engagement: colleagues. The ETS was found to correlate positively with a frequently used work engagement measure (the UWES) and to be positively related to, but empirically distinct, from a measure of teachers’ self-efficacy. Our key contribution to the measurement of teacher engagement is the novel inclusion of social engagement with students as a key component of overall engagement at work for teachers. We propose that social engagement should be considered in future iterations of work engagement measures in a range of settings.

/pdf/measuring-teacher-engagement-development-of-the-engaged-1na1yscdpa.pdf

Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)

Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning

In this review, we focus on the museum activities and strategies that encourage and support children’s learning In order to provide insight into what is known about children’s learning in museums, we examined study content, methodology and the resultant knowledge from the last decade of research Because interactivity is increasingly seen as essential in children’s learning experiences in a museum context, we developed a framework that distinguishes between three main interactivity types for facilitating strategies and activities in children’s learning: child–adults/peers; child–technology and child–environment We identify the most promising strategies and activities for boosting children’s learning as situated in overlapping areas of these interactivity types Specifically, we identify scaffolding as a key to enhanced museum learning Our review concludes by highlighting research challenges from the last decade and recommendations for practice and future research on how to design, evaluate and guide theoretically-grounded educational programs for children in museums

/pdf/museums-as-avenues-of-learning-for-children-a-decade-of-54wdtuwx13.pdf

Tracy L. Durksen

Papers

Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study☆

Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)

Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning

Museums as avenues of learning for children: a decade of research