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So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement. 相似文献
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F. Gene Schwaeting 《Psychology in the schools》1976,13(2):139-141
So as to compare the results of the WISC and WISC-R, both instruments were administered to 58 children randomly selected from a school population of 583. All administration and scoring was performed by the same psychologist, with a two-month interval separating the administrations for each child. All IQs were significantly higher (p <.01) on the WISC, with the Performance difference being greater than the verbal difference. Also, 8 of the 10 required subtest scaled scores were significantly greater (p <.05) on the older instrument. Regression equations were obtained to predict WISC-R IQs from WISC scores. 相似文献
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This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We
discuss the importance of transforming university structures that envision service as less important than “scholarship” and
“teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an
ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical
lens that seeks multiple perspectives as we engage in a dialogue about these issues. 相似文献
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