Instrument Development in the Affective Domain

Measurement. She currently serves on the review board for the Review of Educational Research (RER), and she has also served on the editorial review boards for the American Educational Research Journal (AERJ), the Journal of Educational Psychology (JEP), the Journal of Educational Research (JER) and the Journal for Primary Prevention (JPP).   Robert K. Gable Robert K. Gable, Ed.D., M.A., B.A., State University of New York at Albany, 1970/1967/1966. Gable is the director of the Center of Research and Evaluation in the Graduate School and former director of the Educational Leadership Doctoral Program at Johnson & Wales University in Providence RI. He is an emeritus professor of educational psychology in the Neag School of Education at the University of Connecticut, where he taught courses in research methodology, statistics, survey development and program evaluation from 1970 to 2000. He is a former director of the Bureau of Educational Research and Service at the University of Connecticut, and served as director of research for the Leadership Research Institute consulting firm. Gable has published numerous texts, journal articles, tests and research reports. He is the co-author of the Postpartum Depression Screening Scale (Beck & Gable), the School Situation Survey (Helms & Gable) and the My Class Activities survey (Gentry & Gable). He has received the Outstanding Leadership and Service award from the Northeastern Educational Research Association, an Excellence in Teaching award from the University of Connecticut Alumni Association, co-authored the 1999 "Manuscript of the Year" (Rong & Gable) in The Journal of College and University Student Housing, co-authored the "Best Original Research of 2012 in the Journal of Midwifery & Women's Health, and received "Distinguished Paper" awards in 1995 and 2011 from the Northeastern Educational Research Association.     John P. Madura John P. Madura began his academic career with a B.A. in Mathematics (Logic and Computability) from Boston University and completed a M.A. in History and Education from Teachers College, Columbia University in 2000.  After serving in the United States Navy as a cryptologic officer for five years, John taught secondary mathematics for four years in Connecticut and became interested in assessment and educational measurement, particularly in the affective domain.  In 2010, he entered the Measurement, Evaluation and Assessment doctoral program at the Neag School of Education at the University of Connecticut.  At the University of Connecticut, he has worked to develop affective instruments in the fields of teacher evaluation, school science achievement, and public health.  His substantive research interests center on aspects of interpersonal perception that occur in school settings and impact both school achievement and teacher evaluation.  His methodological research focuses broadly on connections between theory development and statistical model specification.  As a result, his work focuses on factor analysis, structural equation modeling (SEM), multilevel modeling (MLM), latent growth curve modeling (LGM), model fit, model invariance theories, and mediation and moderation effects.