摘要:

AbstractThis study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th‐grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement are

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<122::AID-PITS2310190122>3.0.CO;2-Z

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractThe once firm divisions between regular and special education are now fading. In many regions, the integration into regular classrooms of formerly extruded atypical students has an accepted and sometimes legally determined future. Much greater responsibility has thus fallen upon the shoulders of the classroom teacher, and when the failure of students to learn is attributed to a failure to teach them effectively, the question of professional accountability becomes poignant indeed. So, too, for the educational psychologist. Assessment, tied to placement, is no longer acceptable as a raison d'etre. His/her primary contribution in an era of integration for special education is towards improving the quality of instruction in regular classrooms and the quality of learning. Activities of educational psychologists, including assessment, research dissemination, programs of evaluation, systems analysis, and work with parents are reconstrued in this paper as contributing to better instruction in better classrooms.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<129::AID-PITS2310190123>3.0.CO;2-B

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<135::AID-PITS2310190124>3.0.CO;2-J

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<137::AID-PITS2310190125>3.0.CO;2-A

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<139::AID-PITS2310190128>3.0.CO;2-W

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<142::AID-PITS2310190129>3.0.CO;2-C

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<143::AID-PITS2310190130>3.0.CO;2-Z

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<::AID-PITS2310190101>3.0.CO;2-Q

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY