Content Validation of the Community College Student Success Program Inventory

References

• Center for Community College Student Engagement. (2012). A matter of degrees: Promising practices for community college student success (a first look). Austin, TX: The University of Texas at Austin, Community College Leadership Program.
   Google Scholar
• Crisp, G., & Hatch, D. K. (Eds.). (2016). Promising and high-impact practices: Student success programs in the community college context. New Directions for Community Colleges, 2016(175). doi:10.1002/cc
   Google Scholar
• Crisp, G., & Taggart, A. (2013). Community college student success programs: A synthesis, critique, and research agenda. Community College Journal of Research and Practice, 37(2), 114–130. doi:10.1080/1066892090338184
   Google Scholar
• Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5(4), 194–197. doi:10.1016/S0897-1897(05)80008-4
   Google Scholar
• Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974. doi:10.1080/001401300409143
   PubMed Web of Science ®Google Scholar
• Gildersleeve, R. E. (2010). Fracturing opportunity: Mexican migrant students and college-going literacy (2nd ed.). New York, NY: Peter Lang.
   Google Scholar
• Harris, F., III,, & Wood, J. L. (2014). Community college student success inventory (CCSSI) for men of color in community colleges: Content validation summary. Community College Journal of Research and Practice, 38(12), 1185–1192. doi:10.1080/10668926.2014.880165
   Google Scholar
• Hatch, D. K. (2016). A brief history and a framework for understanding commonalities and differences of community college student success programs. New Directions for Community Colleges, 2016 (175), 19–31. doi:10.1002/cc.20209
   Google Scholar
• Hatch, D. K. (2017). The structure of student engagement in community college student success programs: A quantitative activity systems analysis. Manuscript submitted for publication.
   Google Scholar
• Hatch, D. K., & Bohlig, E. M. (2015). The scope and design of structured group learning experiences at community colleges. Community College Journal of Research and Practice, 39(9), 819–838. doi:10.1080/10668926.2014.911128
   Web of Science ®Google Scholar
• Hatch, D. K., & Bohlig, E. M. (2016). An empirical typology of the latent programmatic structure of promising practices at community colleges. Research in Higher Education, 57(1), 72–98. doi:10.1007/s11162-015-9379-6.
   Web of Science ®Google Scholar
• Hatch, D. K., Garcia, C. E., Mardock-Uman, N., Rodriguez, S., & Young, D. H. (2017). What works and why: Impact heterogeneity and designs of community college student success courses. Manuscript submitted for publication.
   Google Scholar
• Hatch, D. K., Mardock-Uman, N., Garcia, C. E., & Johnson, M. (in press). Best laid plans: An activity systems analysis of how community college student success courses work. Community College Review.
   Google Scholar
• Karp, M. M., Raufman, J., Efthimiou, C., & Ritze, N. (2016). Revising a College 101 course for sustained impact: Early outcomes. Community College Journal of Research and Practice, 41(1), 42–55. doi:10.1080/10668926.2016.1152929
   Web of Science ®Google Scholar
• Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. doi:10.1111/peps.1975.28.issue-4
   Web of Science ®Google Scholar
• Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–385. doi:10.1097/00006199-198611000-00017
   PubMed Web of Science ®Google Scholar
• Pike, G. R., Kuh, G. D., & McCormick, A. C. (2011). An investigation of the contingent relationships between learning community participation and student engagement. Research in Higher Education, 52(3), 300–322. doi:10.1007/s11162-010-9192-1
   Web of Science ®Google Scholar
• Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. doi:10.1002/nur.20147
   PubMed Web of Science ®Google Scholar
• Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459–467. doi:10.1002/nur.20199
   PubMed Web of Science ®Google Scholar
• Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence. Research in Higher Education, 47(1), 89–109. doi:10.1007/s11162-005-8153-6
   Web of Science ®Google Scholar
• Robbins, S. B., Oh, I.-S., Le, H., & Button, C. (2009). Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses. Journal of Applied Psychology, 94(5), 1163–1184. doi:10.1037/a0015738
   PubMed Web of Science ®Google Scholar
• Roth, W.-M., & Lee, Y.-J. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activity theory. Review of Educational Research, 77(2), 186–232. doi:10.3102/0034654306298273
   Web of Science ®Google Scholar
• Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Sandelowski, M., Voils, C. I., & Knafl, G. (2009). On quantitizing. Journal of Mixed Methods Research, 3(3), 208–222. doi:10.1177/1558689809334210
   PubMed Web of Science ®Google Scholar
• Song, S., Price, B., & Dodrill, J. (2016, April). Bridging academic and student affairs in the first-year classroom. Paper presented at the annual conference of the Higher Learning Commission, Chicago, IL.
   Google Scholar
• Weiss, M. J., Mayer, A., Cullinan, D., Ratledge, A., Sommo, C., & Diamond, J. (2015). A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later. Journal of Research on Educational Effectiveness, 8(2), 189–217. doi:10.1080/19345747.2014.946634
   Web of Science ®Google Scholar
• Weston, C., Gandell, T., Beauchamp, J., McAlpine, L., Wiseman, C., & Beauchamp, C. (2001). Analyzing interview data: The development and evolution of a coding system. Qualitative Sociology, 24(3), 381–400. doi:10.1023/A:1010690908200
   Google Scholar
• Wood, J. L., Reid, D. O. Jr., Harris, F., III, & Xiong, S. (2016). Male program assessment for college excellence (M-PACE): Content validation summary. Community College Journal of Research and Practice, 40(9), 802–805. doi:10.1080/10668926.2015.1107515
   Web of Science ®Google Scholar
• Wynd, C. A., Schmidt, B., & Schaefer, M. A. (2003). Two quantitative approaches for estimating content validity. Western Journal of Nursing Research, 25(5), 508–518. doi:10.1177/0193945903252998
   PubMed Web of Science ®Google Scholar
• Young, D. G., & Keup, J. R. (2016). Using hybridization and specialization to enhance the first-year experience in community colleges: A national picture of high-impact practices in first-year seminars. New Directions for Community Colleges, 2016(175), 57–69. doi:10.1002/cc.20212
   Google Scholar