A Follow‐up Evaluation of a Transition Class Program for Children with School and Learning Readiness Problems

In response to the problems of non‐promotion, a school district near Rochester, New York, introduced the Transition Class (TC) as a placement alternative after kindergarten for students not ready for the Grade One program. Follow‐up evaluation investigated the effects of four treatment conditions over a six year period. Outcome variables included achievement, affective, and use of special services indices. Results confirm gradual blending of TC students with regular peers. Parental refusal of TC placement, however, resulted in a significant increase in subsequent need for special services.     

The suitability of the EPQ‐R Short Scale for counselling Brunei student teachers when administered in English and Malay languages

The study investigated the psychometric properties of the Eysenck Personality Questionnaire – Revised (EPQ‐R) Short Scale administered to two groups of Brunei trainee teachers of both genders taking psychology courses in English (117 students) and Malay (106 students). The extraversion scale had the most problematic items. Both administrations produced means and standard deviations comparable to the norms in the technical manual. All the scales, except P (psychoticism), had satisfactory levels of alpha reliability and validity (discriminant and construct) on both versions. In addition factor analysis correctly assigned some of the items to their respective scales on both versions. No statistically significant gender difference in performance on both scales was obtained. Findings suggest that the instrument was suitable for use with Brunei student teachers with tertiary‐level education when technical terms were clarified and reasonable administration time was given.