Comparison of the WISC-R and PPVT for a group of mentally retarded students

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.     

Predicting student self-concept,anxiety, and responsibility from self-evaluation and self-praise

Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept.     

Decreasing “obscene” language of behaviorally disordered children through the use of a DRL schedule

The purpose of the present study was to determine the value of DRL schedules in reducing the behavior of a group of behaviorally disordered children. During the DRL procedure, reinforcement was made available for inappropriate language that was less than a prescribed limit for each day. When the DRL limit was successively decreased across weeks, the behavior of the students systematically decreased. Data indicated that reinforcing low rates of behavior may be an effective alternative to the use of aversive contingencies to reduce the misbehavior of such children.     

美国中学与大学体育的管理机制与司法治理

体育作为中学课外活动的教育内容之一,主要由美国各州政府自行管理,各州的中学也组成了高中体育管理联合会来制定和执行校际体育活动的有关规则。美国法院遵循司法谦抑原则,通常不会干预联合会的决定,除非决定所依据的规则或所依据的程序违反了成文法,或侵犯了联邦或州宪法规定的基本权利。大学校际体育由大学自发组成的各种联合会进行管理,其中最重要的是全国大学体育联合会（NCAA）,NCAA以维持大学体育的业余性、保证体育作为高等教育的有机组成部分为宗旨,有权制定和强制实施各项规则及处罚。NCAA不是政府组织,无法对其管理大学体育的行为适用美国联邦宪法,但可以适用美国联邦反垄断法。     

Student use of a computer

Sans résumé

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Student use of a computer