摘要:

AbstractLittle literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Assessment Battery for Children (K‐ABC) is discussed in relation to the Wechsler Intelligence Scale as a second measure of cognitive ability for youngsters of various linguistic backgrounds. In the cases presented, the use of the K‐ABC illustrated that the youngsters had higher cognitive ability than was measured by the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), which in turn guided educational decisions. Additionally, the utility of the K‐ABC for assessing youngsters from linguistic backgrounds that may not be adequately represented in the norm sample is suggested. Implications for school psychology practice are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<5::AID-PITS2310320102>3.0.CO;2-#

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study compared the performance of three different Native American groups and a Caucasian group on the Minnesota Percepto‐Diagnostic Test‐Revised and the Comprehensive Test of Basic Skills. The tests were administered to 40 Navajo, 40 Papago, 40 Hopi, and 40 Caucasian children. All of the children were in regular classrooms and none had been referred for school psychological services. The results, using a one‐way analysis of variance, indicated significant differences among the four groups on the MPD‐R rotation scores and two of the three configuration scores. When age was controlled, these MPD‐R scores remained significant. There were no significant differences among the four groups for achievement. It was also found that the MPD‐R was correlated significantly with some of the achievemen

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<12::AID-PITS2310320103>3.0.CO;2-A

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

年代:1995

数据来源: WILEY

摘要:

AbstractEach year thousands of children are evaluated or reevaluated utilizing the current edition of the Wechsler Intelligence Scale to determine their eligibility for gifted programs. The Wechsler Intelligence Scale for Children‐III (1991) is new enough that only limited research is available on how it compares to the previously used Wechsler Intelligence Scale for Children‐Revised (1974). The purpose of this study was to determine the comparability between the previously dominant intelligence scale, the WISC‐R, and the revised WISC‐III with gifted children.The results of this study indicate that the latest revision (WISC‐III) and the earlier version (WISC‐R) produce remarkably similar scale and subtest scores when administered under clinical conditions to gifted children. All 51 children determined eligible through the administration of one of these two Wechsler tests would have been eligible for services had the other test been administered. The Verbal and Performance scale IQ scores were within two points of each other across the two test administrations, while only a one‐point difference existed between the Full Scale IQ scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were in high agreement across the two administrations (p<.01). The level of agreement between some subtests across the two administrations suggests that clinical judgment is just as important as scores in considering who is eligible for gi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<18::AID-PITS2310320104>3.0.CO;2-Q

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis 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 signific

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<24::AID-PITS2310320105>3.0.CO;2-Y

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis research examined the parent role as perceived by a large number of parents of school‐age children in New Hampshire. The results reveal that these parents readily describe a parent role using the same characteristics that emerge from the research literature. More importantly, the subjects consider each of the six parent role characteristics as differentially important at different stages in children's development. The implications of this research for school psychologists are many, including, for instance, assessment, consultation, and interventio

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<27::AID-PITS2310320106>3.0.CO;2-M

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

年代:1995

数据来源: WILEY

摘要:

AbstractA study was conducted in which one group of students was taught for 4 weeks using computer‐generated lecture‐relevant visual materials (i.e., still color video‐displayed graphics) and then for 4 weeks using traditional lecture‐relevant visual materials (i.e., blackboard and overhead transparency drawings). During the same time period, a comparable group of students was taught the same material by the same instructor for 4 weeks using traditional lecture‐relevant visual materials and then for 4 weeks using computer‐generated lecture‐relevant visual materials. Students' learning of the course material (i.e., operationalized in terms of examination scores) and their attitudes about the course and instructor were assessed after the first 4‐week period (Time 1) and the second 4‐week period (Time 2). The pattern of exam score results suggested that student learning was negatively affected from Time 1 to Time 2 for those first having, and then not having, the computer‐generated visuals and was positively affected from Time 1 to Time 2 for those first not having, and then having, the computer‐generated visuals. Statistical tests performed on the data, however, did not reach acceptable levels of significance. Student attitudes did not parallel the performance data. Implications of the

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<38::AID-PITS2310320107>3.0.CO;2-F

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

年代:1995

数据来源: WILEY

摘要:

AbstractOne program suggested for personalizing a school's educational program is small group advisory. High school student perceptions of their year‐long group advisory program were collected, and high and low student satisfaction groups compared. Satisfied students were more often female, rated their advisory groups as more cohesive, and viewed their teacher advisor as more caring, less directive, and permitting greater student verbal freedom. Also, satisfied students rated their advisory meetings as less often marked by student disruptiveness, more engaging, and less superficial. Notably, student satisfaction was not found to be related to a student's socioeconomic background, performance, or school adjustment, suggesting that group advisory could offer a unique contribution to school life. However, drawing together all student perceptions, reactions to the advisory program were mixed, since students were doubtful about its possible benefits, modestly satisfied, and divided in their desire to continue in the program. The eventual decision to abandon the advisory program at this school is placed within the context of school reform and school chang

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<46::AID-PITS2310320108>3.0.CO;2-H

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe self‐actualization and self‐concept of 368 intellectually gifted students in grades 4 through 12 from a rural school district in a southern state were investigated using the Reflections of Self by Youth (ROSY; Schatz&Buckmaster, 1981), the Maslowian Scale (Falk, Bard, Duffy, Grieco,&Markus, 1988), and the Piers‐Harris Children's Self‐Concept Scale (Piers&Harris, 1969). School level and gender had significant effects on the ROSY. The mean for students at the high school level was higher than at either the elementary or junior high school level. The mean for girls was higher than for boys. A significant interaction between school level and gender was observed only on the Psychological subscale of the Maslowian Scale. The ROSY and Self‐actualization subscale and Total score of the Maslowian Scale were significantly related to the Piers‐Harris. The ROSY and the Maslowian Scale were found to share a significant relationsh

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<52::AID-PITS2310320109>3.0.CO;2-P

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

年代:1995

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<62::AID-PITS2310320110>3.0.CO;2-D

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

年代:1995

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199501)32:1<65::AID-PITS2310320111>3.0.CO;2-1

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

年代:1995

数据来源: WILEY