“Maybe That Concept Is Still with Us”: Adolescents' Racialized and Classed Perceptions of Teachers' Expectations

Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe and experience the expectations that teachers have for them, and the implications of these expectations for developing positive student–teacher relationships. Findings indicate that traditionally minoritized and traditionally privileged youth harbor racialized and classed perceptions of teachers' expectations.

I feel like it's all around us too, like everything we hear kinda everything we learn about; it's kinda like minorities are oppressed. Like you learn about, a lot about, like, civil rights and all that; like you always kinda hear that, like, Blacks, minorities, all of them were kinda oppressed and that Whites were dominant at one point. So I mean it's not like it's the same; it's not completely different now, but maybe that concept is still with us. (Latina/o high school student)     

Archeological and Natural Resource Collections of the National Park Service: Opportunities and Threats

Archeological and natural resource collections are nonrenewable and become increasingly valuable over time. Some would argue that collections and collecting have been severely threatened by decreasing financial and other support, especially over the last decade. However, this situation does not fully apply to the National Park Service (NPS). NPS archeological and natural resource collections have grown, as has the rate of collecting, though less than 2% of NPS collections are natural resource specimens, whereas 52% are archeological. (The other 46% are historical, ethnographic, and archival collections.) When the NPS began compiling annual statistics in 1983, it found that the rate of collecting far exceeded the rate of cataloguing. In addition, many collections were stored or exhibited in substandard conditions. The NPS developed a strategy identifying the problems and estimating the cost for correction. The plan influenced Congress to increase appropriations to the NPS for collections management, which, from 1988 through 1994, have totaled $26.7 million. Following the lead of the NPS, the Department of the Interior has adopted a similar strategy.     

A global approach for the interpretation of the kinetic school drawing (KSD): A quick scoring sheet,reference guide,and rating scale

This paper presents a globally oriented scoring sheet, reference guide, and rating scale for facilitating clinical hypotheses from children's Kinetic School Drawings (KSDs) and further empirical evaluations of the KSD technique. The paper also provides information regarding the construction of these instruments, along with some preliminary findings in terms of the procedures' reliability and discriminant validity.     

Normative data and reliability estimates for eight dimensions of reading attitude

The Survey of Reading Attitudes was administered to a sample of 159 fifth graders and 156 sixth graders enrolled in a middle school in rural Northeastern Ohio. The 92 attitudinal items comprising the Survey were read aloud by the teacher while the students followed along reading silently from their booklets. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates ranged from .89 for Reading as Enjoyment and .88 for Expressed Reading Difficulty to .74 for Reading Group and .76 for Reading as Direct Reinforcement. The reliability estimates for the other four dimensions were as follows: Alternative Learning Modes, .79; Reading Anxiety, .78; Silent vs. Oral Reading, .78; and Comics, .77.     

Relationship between PPVT and WISC-R in children with reading disabilities

The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children.     

The Slosson as a predictor of Wide Range Achievement Test performance

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Ninety-five children referred for psychological evaluations in a five-county area in southeastern Nebraska were given both instruments, and a regression analysis was conducted where the Slosson IQ scores were separately regressed on Reading, Spelling and Arithmetic standard scores from the Wide Range Achievement Test. The results indicated that the Slosson IQ significantly predicts Wide Range standard scores. Derived regression equations are reported.