References
- American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.
- Anderson, J., & Bobis, J. (2005). Reform-oriented teaching practices and the influence of school context. In H. Chick & J. Vincent (Eds.), Proceedings of the 29th conference of the international. group for the psychology of mathematics education (Vol. 2, pp. 65–72). Adelaide, South Australia.
- Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. San Diego, CA: Author. www.amte.net/standards
- Bahr, D. L. (2013). It takes a village: Investigating the critical role clinical faculty play in mathematics teacher education. Teacher Development, 17(4), 1–20. https://doi.org/10.1080/13664530.2013.838601.
- Bahr, D. L., Monroe, E. E., & Eggett, D. (2013). The structural and conceptual interweaving of mathematics methods coursework and field practica in an era of mathematics reform. Journal of Mathematics Teacher Education, 17(3), 271–297. https://doi.org/10.1007/s10857-013-9258-z
- Barnette, J. J. (2000). Effects of stem and likert response option reversals on survey internal consistency: If you feel the need, there is a better alternative to using those negatively worded stems. Educational and Psychological Measurement, 60(3), 361–370. https://doi.org/10.1177/00131640021970592
- Bostic, J. D., Krupa, E. E., Carney, M. B., & Shih, J. C. (2019). Reflecting on the past and looking ahead at opportunities in quantitative measurement of K-12 students’ content knowledge. In J. D. Bostic, E. E. Carney, & J. C. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives (pp. 206–233). Routledge.
- Bostic, J. D., Lesseig, K., Sherman, M., & Boston, M. (2019). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 3(2) 1–27. https://doi.org/10.1007/s10857-019-09445-0
- Brown, T. (2003). Confirmatory factor analysis of the Penn State worry questionnaire: Multiple factors or method effects? Behaviour Research and Therapy, 41(12), 1411–1426. https://doi.org/10.1016/S0005-7967(03)00059-7
- Campbell, P. F., & Malkus, N. N. (2010). The impact of elementary mathematics specialists. The Journal of Mathematics and Science: Collaborative Explorations, 12(1), 1–28. https://doi.org/10.25891/T407-D710
- Carney, M. (2018, April). Argument-based approaches to measure validation situated in mathematics education. In Symposium presented at the 2018 annual meeting of the American educational research association, New York, NY. https://par.nsf.gov/servlets/purl/10064697
- Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. https://doi.org/10.1207/s15327906mbr0102_10
- Cerezci, B. (2016). Quality of math instruction matters: Examining validity and reliability of high impact strategies in early mathematics (HIS-EM) [ Unpublished doctoral dissertation]. Loyola University.
- Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). McGraw-Hill.
- Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181. https://doi.org/10.3102/0013189X08331140
- DiStefano, C., & Motl, R. W. (2006). Further investigating method effects associated with negatively worded items on self-report surveys. Structural Equation Modeling: A Multidisciplinary Journal, 13(3), 440–464. https://doi.org/10.1207/s15328007sem1303_6
- Eddy, C. M., Harrell, P., & Heitz, L. (2017). An observation protocol of short-cycle formative assessment in the mathematics classroom. Investigations in Mathematical Learning, 12(2), 130–147. https://doi.org/10.1080/19477503.2017.1308699
- Ghitulescu, B. E. (2006). Shaping tasks and relationships at work: Examining the antecedents and consequences of employee job crafting [ Unpublished doctoral dissertation]. University of Pittsburgh.
- Groth, R. E. (2007). Case studies of mathematics teachers’ learning in an online study group. Contemporary Issues in Technology and Teacher Education, 7(1), 490–520. https://www.learntechlib.org/primary/p/24242/.
- Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995). Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment, 7(3), 238–247. https://doi.org/10.1037/1040-3590.7.3.238
- Hill, H. C., & Shih, J. C. (2009). Examining the quality of statistical mathematics education. Journal for Research in Mathematics Education, 40(3), 241–250.
- Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrica, 30(2), 179–185. https://doi.org/10.1007/BF02289447
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
- Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. https://doi.org/10.1177/001316446002000116
- Kajander, A., & Mason, R. (2007). Examining teacher growth in professional learning groups for in-service teachers of mathematics. Canadian Journal of Science, Mathematics, and Technology Education, 7(4), 417–438. https://doi.org/10.1080/14926150709556743
- Kane, M. (2007). Validating measures of mathematical knowledge for teaching. Measurement, 5(2–3), 180–187. https://doi.org/10.1080/15366360701492807
- Kane, M. (2013b). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. https://doi.org/10.1111/jedm.12000
- Kane, M., & Burns, M. (2013a). The argument-based approach to validation. School Psychology Review, 42(4), 448–457. https://doi.org/10.1080/02796015.2013.12087465
- Kane, M. T. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527. https://doi.org/10.1037/0033-2909.112.3.527
- Krupa, E., & Bostic, J. D. (2019). Validity evidence for measurement in mathematics education. Community for Advancing Discovery Research in Education. Community for Advancing Discovery Research in Education. https://cadrek12.org/projects/validity-evidence-measurement-mathematics-education-v-m2ed-collaborative-research-krupa
- Marsh, H. W. (1996). Positive and negative global self-esteem: A substantively meaningful distinction or artifactors? Journal of Personality and Social Psychology, 70(4), 810. https://doi.org/10.1037/0022–3514.70.4.810
- Motl, R. W., & DiStefano, C. (2002). Longitudinal invariance of self-esteem and method effects associated with negatively worded items. Structural Equation Modeling, 9(4), 562–578. https://doi.org/10.1207/S15328007SEM0904_6
- National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Author.
- National Council of Teachers of Mathematics. (2016). Evaluation of teachers of mathematics: A position of the national council of teachers of mathematics. Author.
- Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new U.S. intended curriculum. Educational Researcher, 40(3), 103. https://doi.org/10.3102/0013189X11405038
- Qualtrics. (2020). Qualtrics experience management.
- Ross, J. A., McDougall, D., Hogaboam-Gray, A., & LeSage, A. (2003). A survey measuring elementary teachers‘ implementation of standards-based mathematics teaching. Journal for Research in Mathematics Education, 34(4), 344–363. https://doi.org/10.2307/30034787
- Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment structures. In R. D. H. Heijmans, D. S. G. Pollock, & A. Satorra (Eds.), Innovations in multivariate statistical analysis. A festschrift for Heinz Neudecker (pp. 233–247). Kluwer Academic Publishers.
- Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Sage.
- Schafer, N. J. (2008). Teacher video clubs: A method for creating a mathematical discourse community through collective reflection [ Unpublished doctoral dissertation]. Georgia State University.
- Schilling, S. G., Blunk, M., & Hill, H. C. (2007). Test validation and the MKT measures: Generalizations and conclusions. Measurement, 5(2–3), 118–128. https://doi.org/10.1080/15366360701487146
- Schilling, S. G., & Hill, H. C. (2007). Assessing measures of mathematical knowledge for teaching: A validity argument approach. Measurement, 5(2–3), 70–80. https://doi.org/10.1080/15366360701486965
- Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
- Shih, J. C., Reys, R., Reys, B. J., & Engledow, C. (2020). Examining the career paths of doctorates in mathematics education working in institutions of higher education. Investigations in Mathematical Learning, 12(1), 1–9. https://doi.org/10.1080/19477503.2018.1514954
- Tapsir, R., Pa, N., Azis, N., & Zamri, S. (2018). Reliability and validity of the instrument measuring values in mathematics classrooms. Malaysian Online Journal of Educational Sciences, 6(2), 37–47. https://mojes.um.edu.my/article/view/12444
- Thompson, B. (2004). Exploratory and confirmatory factor analysis. American Psychological Association.
- Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806–838. https://doi.org/10.1177/0011000006288127