The BEVI has been featured in a wide range of publications and presentations in the U.S. and internationally and has been selected for many grant-based initiatives. For example, the 2016 publication with Springer Publishing — Making Sense of Beliefs and Values: Theory, Research, and Practice — includes 16 different chapters covering a wide range of topics related to the BEVI. Please see below for a sampling of BEVI publications.
Demonstrating the Value of Values-Based Education: What We Have Learned About Learning
from the Beliefs, Events, and Values Inventory (BEVI)
Acheson et al. (2023)
Interdisciplinary Innovations in Formative and Summative Assessment: The Beliefs, Events, and
Values Inventory; VALUE Rubrics; and the Cultural Controllability Scale
Acheson et al. (2021)
The Beliefs, Events, and Values Inventory (BEVI): Implications and Applications for Therapeutic
Assessment and Intervention
Cozen et al. (2016)
The EI Leadership Model: From Theory and Research to Real World Practice
Dyjak-LeBlanc et al. (2016)
Using the BEVI to Assess Individual Experience to Enhance International Programming
Grant et al. (2021)
The Effects of Social Identities on Student Learning Outcome Attainment
Iseminger et al. (2020)
English Education Reform Based on EBPM
Nishitani (2020)
Beliefs, Events, and Values Inventory (BEVI)
Shealy (2016)
Into the Beviverse: Why Beliefs and Values Matter
Shealy (2023)
In Search of Best Practices for Multicultural Education: Empirical Evidence from the Forum BEVI Project
Tabit et al. (2016)
How Intercultural Experience Affects University Students’ Gender Views: Potential for Transforming Higher Education in Japan
Uematsu-Ervasti & Kawachi (2022)
The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning
Wandschneider et al. (2015)
Beliefs, Events and Values Inventory Assessment of Global Identity: Implications and
Applications for International, Cross-Cultural and Transformative Learning
Wang et al. (2020)
A New, Depth-Based Quantitative Approach to Assessing Transformative Learning
Wiley et al. (2021)