Investigation of learning measures as screening procedures with kindergartners

Four repeated measures approaches to assessment were tested for their relationship to intelligence test scores, teacher ratings, and two criterion-referenced measures. One hundred and eighteen kindergarteners were tested, using one of the four procedures. Simple correlational analysis indicated that although last-day scores generally improved predictability over first-day scores, this improvement was not statistically significant. The educational usefulness of these procedures was questioned, due to relatively low correlations.     

Impact of instruction on learning disabled students' creative thinking

Forty-nine pupils from learning disabilities intermediate-level classrooms served as subjects in the study and were randomly assigned to an experimental and control group. The Torrance Tests of Creative Thinking were used as pretests and posttests. The Purdue Creative Training Program was used to stimulate the learning disabled experimental group's divergent thinking abilities for 14 weeks. Pupils in the learning disabled experimental group made significantly higher scores than did the comparison group on the creativity variables of the verbal subtest of the Torrance Tests of Creative Thinking.     

Teacher attitudes and personality

The Minnesota Teacher Attitude Inventory (MTAI), the Edwards Personal Preferences Schedule (EPPS), and the Vocational Preferences Inventory (VPI) were administered to 183 undergraduate students enrolled in teacher education courses. The MTAI was compared with each of the two personality instruments by canonical analysis. The MTAI shared 20% of its variance with the EPPS and 17% with the VPI. It was concluded that teachers' attitudes are partially determined by measurable personality variables.