Phone:

+91-79-7152 4909

Office: 

Wing 11J

Email:

kathans@iima.ac.in

Website:

https://www.iima.ac.in/web/faculty/faculty-profiles/kathan-shukla

Prof. Kathan Shukla

Ravi J Matthai Centre For Educational Innovation

 

Educational Qualifications

  • Ph.D. in Educational Research, Statistics & Evaluation, University of Virginia, Virginia, USA (2015)
  • M.Ed. in Educational Psychology, University of Houston, Texas, USA (December 2010)
  • M.Sc. in Solid State Physics, Sardar Patel University, Gujarat, India (2007)
  • B.Sc. in Physics, St. Xavier's College, Gujarat University, Gujarat, India (2005)

Academic Affiliation

  • Assistant Professor, Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad. (August 2016 - present).
  • Faculty Chair, Strategic Leadership for Schools in a Changing Environment programme, Indian Institute of Management, Ahmedabad (2017 - present)
  • Postdoctoral Fellow, Department of Human Services, Curry School of Education, University of Virginia (August 2015 - August 2016).
  • Instructor for Research, Statistics, & Evaluation Program, Curry School of Education, University of Virginia (August 2015 - August 2016).
  • Graduate Research Assistant, Department of Leadership, Foundations and Policy, University of Virginia (July 2011- July 2015).
  • Graduate Teaching Assistant, University of Houston Main Campus (August 2009- December 2010).
  • Physics Teacher, Vishwabharati English Medium School, India (2007- 2008).

Professional Affiliation

  • American Educational Research Association (AERA)
    • Member of Division D: Measurement and Research Methodology 
    • Member of Special Interest Groups
      • Structural Equation Modeling
      • Survey Research 
  • American Psychological Association (APA)
  • Comparative International Education Society (CIES)
    • Member of Special Interest Group: South Asia
  • Society for Prevention Research (SPR)

 

Teaching

Enterprise and Innivations in Education (offered to PGP, PGPX, PGP-FABM students)

This course provides an overview of India's educational sector. Critical issues of this sector are discussed from viewpoints of multiple stakeholders – from students, parents, teachers to policymakers and administrators. We also look at the existing innovative practices at various levels of education. Students are expected to come up with enterprising solutions for the problems they identify and demonstrate their understanding of the ecology of educational sector.

Course syllabus is available here

Gamification, Technology and Learning Motivation (offered to PGP, PGPX, PGP-FABM students)

Motivating and engaging individuals for learning new things is often essential for organizations that strive for growth. Gamification provides a useful mechanism in this regard and is increasingly being employed across the fields of education, health, public services, business and management. It is the application of game design elements in real-world context to motivate user behaviours. This course provides an opportunity to develop an understanding of gamification, human learning and motivation theories and then apply this knowledge to devise and conduct interventions for improving academic as well as non-academic outcomes of students particularly those from underserved communities. 
 
Course syllabus is available here.
 

How to Motivate Students for Learning? [Offered to PhD students]

This course provides an opportunity to develop an in-depth understanding of human learning and motivation theories and then apply this knowledge to make a meaningful contribution to the lives of students from the local schools.  

Course syllabus is available here

Applied Quantitative Techniques for Educational Research (offered to PhD students)

Regression analysis is one of the most commonly used quantitative techniques used across various fields such as economics, education, psychology, sociology, and business. The course is designed to help students become more informed consumers of research and be able to apply these analytic techniques in educational/psychological research. Topics covered in the course will include: univariate and multivariate analysis of variance (ANOVA & MANOVA), simple regression, multiple regression (MR) analysis, moderation effects, regression diagnostics, the use of categorical independent variables, curvilinear regression analysis, modelling binary outcomes (logistic regression), Poisson and negative binomial regression, direct and indirect effects of predictor on the outcome variable of interest. The course will be based on a combination of theoretical and practice-oriented sessions that will provide working knowledge of statistical software like SPSS and R.

Course syllabus is available here.

Structural Equation Modeling (offered to PhD students)

The course builds on the insights and knowledge obtained in first year research methodology courses (Survey of Statistical Methods, Introduction to Research Methods and Qualitative Techniques) and provides a hands-on training of Structural Equation Modeling (SEM). The course shall introduce the participants to survey-based research designs and the SEM analytic technique used to analyze the data collected. The course shall provide inputs relating to measurement theory and ways to incorporate them in our analysis. The course will be based on a combination of theoretical and practice-oriented sessions that will provide working knowledge of statistical software like SPSS, AMOS and Mplus.
 
Course syllabus is available here

Area of Research

  • Kathan's work emphasizes on the synergy of methodological rigour and in-depth substantive inquiry of educational problems.
  • Methodologically, his research focuses on the applications of contemporary quantitative techniques (structural equation modeling, multilevel modeling, latent class modeling);  Educational testing & measurement; Scale development and validation.
  • Primary substantive interest: School Climate and Students' Academic & Psychological Outcomes.

 

Current Research Projects

Synergizing Research and Field-Practices in Gujarat: Influence of School Climate on Students' Psychoeducational Outcomes (Kathan Shukla, & Vijaya Sherry Chand: Project funded by IIM Ahmedabad)

  • The purpose of this state-wide study (N ~ 33000 primary schools of Gujarat) is to examine the efficacy of an online in-service teacher development programme that focuses on improving the socio-emotional climate in schools on students' psychoeducational outcomes employing a randomized control trial. 

Project website: https://schoolclimate.iima.ac.in/

Helping  School Students deal with Gender and Adolescence Related Issues: Developing and Evaluating Interventions in Gujarat (Kathan Shukla; Project funded by UNICEF, Gujarat) 

  • This study examines the efficacy of an in-service professional development programme aimed at helping educators deal with gender and adolescence issues in the districts of Banaskanth and Sabarkantha, Gujarat. It is a randomized control experiment being conducted in 40 government primary schools. 

Publications/ Articles/ Cases

Kathan's publication list is available here.

If you are interested in reading any of my publications, please email me. I'll be happy to share an e-copy of my work. 

Peer-reviewed Publications

  1. Bradshaw, C. P., Shukla, K. D., Pas, E. T., Berg, J. K., & Ialongo, N. S. (April 15th, 2020). Using complier average causal effect estimation to examine student outcomes of the PAX Good Behavior Game when integrated with the PATHS curriculum. Administration and Policy in Mental Health and Mental Health Services Research. https://link.springer.com/article/10.1007/s10488-020-01034-1
  2. Waasdorp, T. E., Lindstrom Johnson, S., Shukla, K. D., & Bradshaw, C. P. (2019). Measuring School Climate: Invariance across Middle and High School Students. Children & Schools. https://doi.org/10.1093/cs/cdz026
  3. Johnson, S. L., Reichenberg, R. E., Shukla, K., Waasdorp, T. E., & Bradshaw, C. P. Improving the Measurement of School Climate Using Item Response Theory. Educational Measurement: Issues and Practicehttps://onlinelibrary.wiley.com/doi/full/10.1111/emip.12296
  4. Malone, M., Cornell, D. & Shukla, K. (20th September, 2019): Grade configuration is associated with school-level standardized test pass rates for sixth-,seventh-, and eighth-grade students. School Effectiveness and School Improvement, DOI: 10.1080/09243453.2019.1654526
  5. Cornell, D., Maeng, J., Huang, F., Shukla, K., & Konold, T. (2018). Racial/ethnic parity in disciplinary consequences using student threat assessment. School Psychology Review47, 183-195. http://naspjournals.org/doi/10.17105/SPR-2017-0030.V47-2?code=naps-site
  6. Wiesner, M., & Shukla, K. (2017). Family deviance, self-control, deviant lifestyles, and youth violent victimization: A latent indirect effects analysis. Victims & Offenders, 1-22. https://doi.org/10.1080/15564886.2017.1381211
  7. Shukla, K. D., Waasdorp, T. E., Lindstrom Johnson, S., Orozco Solis, M. G., Nguyen, A. J., Rodríguez, C. C., & Bradshaw, C. P. (2017). Does school climate mean the same thing in the United States as in Mexico? A focus on measurement invariance. Journal of Psychoeducational Assessment, Advance Publication Online. https://doi.org/10.1177/0734282917731459
  8. Shukla, K., & Konold, T. (2017). A two-step latent profile method for identifying invalid respondents in self-reported data. The Journal of Experimental Education, 1-16. http://dx.doi.org/10.1080/00220973.2017.1315713
  9. Malone, M., Cornell, D., & Shukla, K. (2017). Association of grade configuration with school climate for 7th and 8th grade students. School Psychology Quarterly32, 350-366. http://dx.doi.org/10.1037/spq0000174
  10. Konold, T. & Shukla, K. (2016). Estimating common organizational traits across multiple informants with linkages to external outcomes: An authoritative school climate model illustration. Educational Assessment, 22, 54-69. http://dx.doi.org/10.1080/10627197.2016.1271705
  11. Feldon, D. F., Shukla, K. D., & Anne Maher, M. (2016). Faculty–student coauthorship as a means to enhance STEM graduate students' research skills. International Journal for Researcher Development7, 178-191. http://www.emeraldinsight.com/doi/full/10.1108/IJRD-10-2015-0027
  12. Konold, T., Cornell, D., Shukla, K., & Huang, F. (2016). Racial/ethnic differences in perceptions of school climate and its association with student engagement and peer aggression. Journal of Youth and Adolescents. 1-15. doi:10.1007/s10964-016-0576-1
  13. Shukla, K., Konold, T., & Cornell, D. (2016). Profiles of student perceptions of school climate: Relations with risk behaviors and academic outcomes. American Journal of Community Psychology, 57, 291-307. DOI: 10.1002/ajcp.12044
  14. Cornell, D., Shukla, K., & Konold, T. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high schools.  AERA Open, 2, 1 - 18. DOI: 10.1177/2332858416633184
  15. Huang, F., Cornell. D., Konold, T., Meyer, P., Lacey, A., Kevasil, E., Heilbrun, A., & Shukla, K. (2015). Multilevel factor structure and concurrent validity of the teacher version of the Authoritative School Climate Survey. Journal of School Health, 85, 841 - 851. DOI: 10.1111/josh.12340
  16. Cornell, D., Shukla, K., & Konold, T. (2015, April 27). Peer victimization and authoritative school climate: a multilevel approach. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000038
  17. Corkin, D., Wiesner, M., Reyna, R., & Shukla, K. (2015). The role of deviant lifestyles on violent victimization in multiple contexts. Deviant Behavior, 36. DOI: 10.1080/01639625.2014.935690
  18. Shukla, K., & Wiesner, M. (2015). Direct and indirect violence exposure: relations to depression for economically disadvantaged, ethnic-minority mid-adolescents. Violence and Victims, 30. http://www.ingentaconnect.com/content/springer/vav/pre-prints/content-VV2014-Oct_Final_A8_Shukla_001-016
  19. Konold, T., Cornell, D., Huang, F., Meyer, P., Lacey, A., Nekvasil, E., Heilbrun, H., & Shukla, K. (2014, June 2). Multi-level multi-informant structure of the authoritative school climate survey. School Psychology Quarterly. http://dx.doi.org/10.1037/spq0000062
  20. Konold, T., & Shukla, K. (2014). Informant effects on behavioral and academic associations: A latent variable longitudinal examination. Psychology in the Schools. doi: 10.1002/pits.21771
  21. Shukla, K., & Wiesner, M. (2013). Relations of delinquency to direct and indirect violence exposure among economically disadvantaged, ethnic-minority mid-adolescents. Crime and Delinquency, 59, 1-23. doi: 10.1177/0011128713495775
  22. Shukla, K, & Chakraverty, D. (2015). Academic engagement and mathematics interest in authoritative classrooms: A structural equation modeling approach. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto, & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 17/17 (co-ed. B. Bungum, & P. Nilsson), (pp. 2846 - 2852). Helsinki, Finland: University of Helsinki. ISBN 978-951-51-1541-6.

 

Policy Brief

Cornell, D., Shukla, K., Konold, T.R., & Huang, F. (2014). Authoritative school climate and peer victimization. Centers for Disease Control. International Society for Research on Aggression. Retrievable from: http://www.israsociety.com/2014Research.html

Psychological Test Review

Konold, T. R., & Shukla, K. D. (2014). A review of the Gesell Developmental Observation – Revised. In Carlson, Geisinger, and Jonson (Eds.), Mental Measurement Yearbook. (19th ed.) [75] 319-321. University of Nebraska: Buros Institute.

Technical Reports

 

Book & Book Chapter(s)

Shukla, K. (2013). Education in India: A Globian Perspective. BloggingBooks, Germany. Available at: http://www.amazon.com/Education-India-Globian-Perspective-Educational/dp/3841771238

Cornell, D., & Shukla, K. (2018). Bullying and School Climate in the United States and India. In P. Smith, S. Sundaram, B. Spears, C. Blaya, M. Schäfer, & D. Sandhu (Eds.), Bullying, Cyberbullying and Student Well-Being in Schools: Comparing European, Australian and Indian Perspectives (pp. 336-351). Cambridge: Cambridge University Press. doi:10.1017/9781316987384.019

 

Research Internship for IIM-A students

I encourage students to pursue their research in education. Please email me at least two weeks in-advance to your proposal submission deadline. In email, write a specific research topic, 2-3 possible research questions, and couple of lines of methodology (how would you answer those questions).  

Summer/Winter Internship for Non-IIMA students

Go through my area of research and projects. We tend to receive a lot of requests. Please do not feel bad if you do not hear from me - nothing personal. I will only respond when we have a vacancy and a great match of your skill-set with our existing requirement in various projects. 

5-Day School Leadership Programme Certified by IIM Ahmedabad

We offer a world-class leadership programme for school leaders across the globe. 

Here is the programme link: https://web.iima.ac.in/exed/programme-details.php?id=ODEy

I serve as a faculty-chair of this programme. Feel free to email me if you have any queries.  

Workshop/Session for Educators/Researchers at Higher Educational Institution

I tend to offer workshops on the following areas especially for the engineering & management institutes:

  • Effective Educational Leadership
  • Creating Learning Communities
  • Innovatinve Teaching Pedagogies
  • Motivating Students for Learning
  • Education in India: Understanding the Policies, Practices & the Complext System
  • Quantitative Reserch in Social Science
  • Structural Equation Modeling
  • Multilevel Modeling (Heirarchical Linear Modeling)
  • Scale Development & Validation in Social Science

 

Workshop/Sessions for Educators at K-12 Schools

  • Effective School Leadership
  • Developing a Positive School Climate
  • Innovatinve Teaching Pedagogies
  • Bullying Prevention
  • Effectively Handling Gender & Adolescence Issues
  • Effective Disciplinary Climate through Restrorative Practives
  • Motivating Students for Learning 

 

For Educational Entrepreneurs

IIM Ahmedabad student/alumni: If you're interested in having a discussion with me about your venture idea, email me. I'll respond and we'll set up a mutually convenient time for discussion. 

For non-IIMA entrepreneurs

You are most welcome to email me. I strongly encourage you to have a proof of concept - not just an idea. You should have started something and demonstrate that there are some people interested in your services/products. I'll repond to your email and we'll dicuss as appropriate.  

Staging Enabled