Research when to adapt materials and when to initiate fresh instructional development     

Alicia M. Rojas 《Performance Improvement》1987,26(5):20-23

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An overview of criterion-referenced test development     

Sharon Shrock  Ramesh H. Mansukhanl  William Coscarelli  Sam Palmer 《Performance Improvement》1986,25(6):3-7

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Science Museums in the Modern World     

David M. Baird 《Curator: The Museum Journal》1986,29(3):213-220

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Comparing preservice,elementary, and junior high teachers' perceptions of school psychologists: Two decades later     

Herbert H. Severson  Marianne Pickett  Deborah J. Hetrick 《Psychology in the schools》1985,22(2):179-186

One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed.  相似文献   

A longitudinal study of the Stanford-Binet and WISC-R with special education students     

Theron M. Covin  Jerome M. Sattler 《Psychology in the schools》1985,22(3):274-276

A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity.  相似文献   

Attitudes toward mainstreaming: A status report and comparison of regular and special educators in New York and Massachusetts     

Howard M. Knoff 《Psychology in the schools》1985,22(4):410-418

Four hundred regular and special educators from New York (a categorical labeling state) and Massachusetts (a noncategorical labeling state) were surveyed on their mainstreaming attitudes and perceptions of handicapped exceptional children. Among the topics investigated were educators' attitudes toward the effects on these children of different educational placements, their reactions to integrating these children into regular classrooms, their knowledge of their special education responsibilities, and their inclusions in their building-level special education processes. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented.  相似文献   

Seven hints for control of training projects     

Richard H. Miller 《Performance Improvement》1985,24(5):24-27

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Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test     

Dominic F. Gullo  Douglas H. Clements  Linda Robertson 《Psychology in the schools》1984,21(2):264-269

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.  相似文献   

A validity study of the Kinetic school drawing technique     

H. Thompson Prout  David S. Celmer 《Psychology in the schools》1984,21(2):176-180

Kinetic School Drawings were obtained from 100 fifth-grade students. The drawings were analyzed along a number of dimensions thought to measure “negative” affect. Significant correlations with academic achievement were found for a number of measures, and the results of a stepwise multiple regression were significant. In general, the study supported the validity of the technique.  相似文献   

Social and Cognitive Outcomes: A Comparison of Contexts of Learning     

Roelande H. Hofman  W.H. Adriaan Hofman  Henk Guldemond 《School Effectiveness & School Improvement》2013,24(3):352-366

This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school.  相似文献