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71.
The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed. 相似文献
72.
The purpose of this study was to assess factors that contribute to preservice teachers' choice of a helping or a restrictive strategy to manage social immaturity and social defiance behaviors among children. Levels of tolerance, opinions as to the causes of behavior, perceptions of adverse effects or costs of problem behaviors, and choice of strategy were measured in response to hypothetical samples of problem behavior. Regression analyses indicated that the costs of problem behavior significantly predicted the type of strategy that would be chosen. Training preservice teachers to manage these costs was the main implication for teacher training programs. 相似文献
73.
The cultural and creative industries (CCIs) have been hailed as offering great potential to create jobs and to be socially inclusive. Since artistic success is defined by individual talent, or merit, the CCIs should be one sector that is especially open to, and appreciative of, social diversity in terms of race, class, cultural group and gender. However, as expected, recent studies in both the UK and the US have revealed that employment in the CCIs is heavily dominated by the middle classes, and is not as diverse in terms of other characteristics. Since the advent of democracy in South Africa in 1994, transformation of firm ownership, previously dominated by white people, to include more black, coloured and Indian/Asian-origin South Africans, has been an important part of achieving greater economic equality and social cohesion, as well as being more representative of the cultures of the majority of the population. Using data from a survey of 2400 CCIs firms in South Africa, this paper examines the extent to which the CCIs in South Africa have transformed in terms of ownership and employment. Comparisons are also made across the six UNESCO [(2009). Framework for cultural statistics. UNESCO Institute for Statistics. Retrieved from http://www.uis.unesco.org/culture/Pages/framework-cultural-statistics.aspx] “Cultural Domains” in terms of ownership, average monthly turnover and the number of full-time, part-time and contract employees. Results show some diversity in the industry, but significant differences between the Domains. Statistical analysis demonstrates that CCI funding policy in South Africa is sensitive to advancing the transformation agenda in that more transformed firms were shown to be more likely to have received some form of government grant as part of their income. 相似文献
74.
Joseph J. Murphy Marie H. Murphy Ciaran MacDonncha Niamh Murphy Alan M. Nevill Catherine B. Woods 《Measurement in physical education and exercise science》2017,21(3):134-141
The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a brief two item measure and the International Physical Activity Questionnaire—Short Form questionnaires on day 1 and 9. Correlations between self-reported and accelerometer derived moderate-to-vigorous physical activity levels were moderate for the International Physical Activity Questionnaire—Short Form, while poor for the single-item measure and the a brief two item measure. The agreement level was high with the International Physical Activity Questionnaire—Short Form (77.4%) and moderate for both the single-item measure (45.2 %) and a brief two item measure (44.5 %). The intraclass correlations between the two administrations were moderate to strong across all measures (0.52–0.70) in 133 participants. The International Physical Activity Questionnaire—Short Form is the most suitable of these three self-report instruments for use with this population due to higher correlations and levels of agreement with accelerometry. 相似文献
75.
This article describes the development, utilization, and evaluation of an early screening battery for predicting school success or failure. The battery was administered to the pediatric population of the Southern California Permanente Medical Group, Panorama City Medical Center, at the time of the routine five-year health examination. For 411 children whose school performance was assessed by the teacher at age seven years, the Caldwell Test was the best predictor, but it had significant value for girls only (p<0.0001). In 1,251 children evaluated at age nine years, the Beery-Butkenica Developmental Test of Visual-Motor Integration (VMI) and the Caldwell Test were the best predictors (p⩽0.003). In 600 children for whom we had teacher ratings at ages seven and nine years, the VMI repeated at age seven years significantly predicted academic achievement and reading at age nine years for girls and boys (p = 0.007). Although combining the academic performance with VMI results at age seven years yielded 89% accuracy of prediction at age nine years, the false-positive rate represents a serious practical problem of mislabeling children as school failures. 相似文献
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Alan Dyson 《欧洲特需教育杂志》2013,28(1):125-128
ABSTRACT Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum. 相似文献
80.