A comparison of students who delay kindergarten entry and those who are retained in grades K−5     

Deborah K. Kundert  Deborah C. May  Donna Brent 《Psychology in the schools》1995,32(3):202-209

Retention has been one way that school personnel have dealt with the problem of school failure. Some authors have proposed delayed school entry as an alternative to retention, especially since there are concerns about the effects of retention on students' self-esteem. It is unclear from the literature whether retention and delayed entry have differential outcomes on measures of school success. This study explored whether there were differences in IQ and achievement (at grades 2, 5, and 7) between students who delayed school entry and those who were retained in later elementary grades, as well as any interactions with gender. There was a significant 6-point difference in IQ, favoring the delayed-entry group. Furthermore, when the achievement test scores were analyzed using an ANCOVA with IQ as a covariate, no significant differences were identified for either group or gender. Implications for school practices are provided.  相似文献   

Predictive validity of the K-ABC for exceptional preschoolers     

Janis M. Williams  Sylvia Voelker  Philip W. Ricciardi 《Psychology in the schools》1995,32(3):178-185

This 5-year follow-up study examined the predictive validity of the Kaufman Assessment Battery for Children (K-ABC) for 39 children identified during preschool as exhibiting language impairment (n = 10), behavior control deficits (n = 13), or normal language and behavioral development (n = 16). Mean age at follow-up was 9.75 years. The results generally supported the predictive validity of the K-ABC (p<.001). However, analyses by group indicated that the relationship between baseline K-ABC and follow-up K-ABC, language, and achievement measures for the language-impaired subjects was weak (p>.05). Although these results must be interpreted cautiously because of the small sample size, they suggest that for young children likely to be referred as at risk for future learning problems, the K-ABC may not be useful for prediction of later cognitive skills. Implications for practitioners are discussed.  相似文献   

Further validation of the Qualitative Scoring System for the modified bender-gestalt test     

Gary G. Brannigan  Sharron M. Aabye  Leslie A. Baker  G. Terrence Ryan 《Psychology in the schools》1995,32(1):24-26

This study compared the Qualitative Scoring System for the modified version of the Bender-Gestalt Test and the Developmental Scoring System for the Bender-Gestalt Test in predicting performance on the Metropolitan Achievement Test. The subjects were 409 first through fourth graders from regular classes in a public elementary school. Both scoring systems correlated significantly with school achievement. However, the Qualitative system correlated higher than the Developmental system with all Metropolitan Achievement Test subscores. Tests for differences between correlations indicated that five of these comparisons were statistically significant.  相似文献   

Forgotten resources: Line managers as assets to training     

Paula Grace  Carolyn M. Straub 《Performance Improvement》1990,29(6):14-20

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Using formulae to construct interrogatory items for computer-based instruction     

Brenda C. Litchfield 《Performance Improvement》1990,29(7):25-31

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Analyzing and Selecting Instructional Strategies and Tactics     

David H. Jonassen  R. Scott Grabinger  N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47

“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.  相似文献   

The need-threat analysis: A scoring system for the children's apperception test     

Louis A. Chandler  Mark D. Shermis  M. Elizabeth Lempert 《Psychology in the schools》1989,26(1):47-54

The study of childhood stress provides a useful perspective for assessing children's emotional status. Thematic projective techniques, like the Children's Apperception Test (CAT), may be useful in exploring children's perception of stress. For this purpose, a need-threat analysis is recommended to identify those underlying needs and threats that are likely to make a particular event or situation important, and hence potentially stressful, to an individual child. This paper introduces a scoring system for the CAT based on the analysis of thematic data in terms of five need-threat binaries, which serve as scoring categories. Preliminary data on reliability are presented.  相似文献   

Is your training department out of control?     

Catherine M. Sleezer  Richard A. Swanson 《Performance Improvement》1989,28(5):22-26

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Conflict and gaining in instruction and performance     

Gerald T. Kowitz  Jay C. Smith 《Performance Improvement》1989,28(8):28-32

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Which is it? conventionally or systematically designed instruction or …     

Elba C. Grovdahl  Robert R. Lange 《Performance Improvement》1989,28(2):32-34

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