Wishes of fourth-through seventh-grade gifted students

Three wishes and primary wishes of fourth- through seventh-grade gifted students participating in a residential program for the gifted were collected and categorized. The results indicated that males wished for material things more often than did females. With the exception of fourth graders, subjects made altruistic wishes more frequently than any other wish.     

Continuing education and school psychology: A review of state requirements

Continuing professional education has become increasingly important over the past several years. Recognizing that school psychologists need to update skills on a regular basis, professional organizations in school psychology have developed programs for continuing education. While the interest to participate in such programs seems high, possible conflicts with the requirements of state departments of education may prevent such programs from achieving their potential for success. A survey was conducted to determine present standards for continuing education of school psychologists among state departments of education. The results of this survey are discussed and recommendations are offered to local and state school psychology organizations.     

Effects of involving conduct problem adolescents in goal setting: An exploratory investigation

Effects of involving conduct problem adolescents in goal setting were assessed. Two levels of goal setting were compared: Level 1—pupils were involved with a school counselor in goal setting as a basis for individual behavioral counseling intervention; Level 2—pupils were informed by a counselor that goals were being set, but were not involved in the goal-setting process. Four public school counselors and 16 adolescents were randomly assigned to one of the two conditions, with individual behavioral counseling being provided during a 10-week period. Results indicated greater degree of goal attainment and satisfaction with counseling for pupils who participated in goal setting.     

深度信念以及信念和信仰的相对作用

“深度信念”是怀特海文稿中的关键概念。在怀特海有机哲学看来,动机、方法和意义是一个整体。他懂得要在深层次上探查人类追求意义及理解的倾向,进而揭示“追求”行为中的创造张力。深度信念就是这种深层次的动力。深度信念不同于各种各样起源于文化传统的信仰或偶发的信念,它不像后者那样可能失去。怀特海认为,在个人经验中,某一个信念的失去更可能是“无限性激励下的有限性”,是某种“超越的内在性”,“朝向更精美细致的结果”。深度信念促成了精神的冒险,是人类固化成就中不可抹去的最富锐气的因素,是人的呈现。     

Congruence between educational attitudes and academic philosophies

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.     

Technical characteristics of the peabody individual achievement test as a function of item arrangement and basal and ceiling rules

The effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the PIAT mathematics and reading recognition subtests were examined. Seven items on the math subtest and one item on the reading recognition subtest were significantly easier or harder than their test placement indicated. The use of basal and ceiling rules had a pronounced effect on the means, variances, and reliabilities on the multiple choice math subtest, while the rules' effects on the reading recognition subtests were minor. Item order also affected scores on the math subtest.