Comparison of personality profiles for intellectually gifted students and students outstanding in the fine and performing arts attending self-contained secondary schools

The study included 199 intellectually gifted students and 176 students in the fine and performing arts who were administered the High School Personality Questionnaire. The results indicated that the gifted students obtained higher Leadership Potential scores, while the talented students scored higher in Creativity. Several significant differences were found in the personality profiles of the two groups.     

The effectiveness of cognitive control methods in the classroom: A one-year follow-up

Data are presented here from a one-year follow-up of school-age children who had received structure-based remediation techniques for demonstrated deficiencies in specific areas of cognitive control functioning. The significant improvement that had occurred in cognitive control functioning as a result of the cognitive intervention had been maintained one year following the discontinuation of these intervention strategies.     

Factor analysis of the abbreviated conners teacher rating scale: Implications for the assessment of hyperactivity

A factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.     

Factor analysis of the metropolitan readiness test on first-grade children

The factor composition of the Metropolitan Readiness Test was investigated, using 1st-grade subjects in a suburban school district. In this analysis, a total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas (auditory, visual, or quantitative abilities) or a distinct prereading measure were identified for this sample.     

School psychologists as researchers: An approach for initiating training and practice

A project is described that involved school psychology students in doing applied research. The possible impact that implementing such a plan might have on creating cooperative research opportunities, on providing training in applied research, and on influencing the school's perception of the school psychologist's role is considered.     

Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.