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WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. Individual subtests from the two scales were unevenly correlated with grades in specific school subjects over both school years. Data suggest that while the two scales may be grossly equivalent as global predictors of school achievement, the individual subtests from the two scales may not correlate equivalently with specific external criteria such as school grades. 相似文献
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Abstract Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed. 相似文献
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Carol C. Riddick 《Educational gerontology》2013,39(2-3):127-135
The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed. 相似文献
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