The relationship between adaptive behavior and intelligence for special needs students

This study employed the technique of factor analysis to study the relationship between social system adaptive behavior, as measured by the Adaptive Behavior Inventory for Children, and intelligence, as measured by the Wechsler Intelligence Scale for Children-Revised, in a sample of 100 special needs students, ages 6–11. The results clearly supported the existence of two distinct factors among the WISC-R and ABIC subscales, with each factor composed primarily of either intelligence or adaptive behavior subscales. Thus, the data supported the discriminant validity of the two measures. Implications for the evaluation of special needs students are discussed.     

Towards Research-based Innovation and Reform: Singapore schooling in transition

The challenges facing the Singapore education system in the new millennium are unique and unprecedented in Asia. Demands for new skills, knowledges, and flexible competencies for globalised economies and cosmopolitan cultures will require system-wide innovation and reform. But there is a dearth of international benchmarks and prototypes for such reforms. This paper describes the current Core Research Program underway at the National Institute of Education in Singapore, a multilevel analysis of Singaporean schooling, pedagogy, youth and educational outcomes. It describes student background, performance, classroom practices, student artefacts and outcomes, and student longitudinal life pathways. The case is made that a systematic focus on teachers' and students' work in everyday classroom contexts is the necessary starting point for pedagogical innovation and change. This, it is argued, can constitute a rich multidisciplinary evidence base for educational policy.     

A Review of Collegiate Recovery Communities and Recommendations for Implementation on a Small Residential Campus

Although the Collegiate Recovery Community is increasingly seen as the treatment modality of choice for students in recovery, relatively few such programs have been established on small residential campuses. In this article we examine the possible reasons for this reluctance and suggest ways in which the standard model for a Collegiate Recovery Community, as represented by its three benchmark programs, can be modified and adapted to better fit the small residential campus environment. We summarize the problem and review the concept of a Collegiate Recovery Community, and we then explain and recommend 1) a bottom-up initiative for planning and 2) scaled-down resource demand and utilization. We provide a 5-point plan for a “bottom-up, scaled-down” Collegiate Recovery Community on a small residential campus.     

DEN HERBARTSKE PEDAGOGIKKS INNFLYTELSE I NORGE

Gill, P. E. 1976. The Relationship Between Mental Ability and Eight Background Variables. Scand. J. educ. Res. 20, 135‐145. Multiple regression is seen as a search technique when applied to IQ. test data. The results from such a search are stochastic rather than deterministic. Because of this it is imperative that comprehensive samples be studied. The sample in this study (n = 3,695) was representative of the population of Irish 6‐ to 12‐year‐olds. The results are surprising in that the total variance explained by predictors such as SES, sex, family size, position in family, absenteeism and urbanity is never more than 8 %. Differences in how predictors behave with IQ and Vocabulary are noted. SES, family size and urbanity are the most significant predictors. When Vocabulary is the criterion, sex differences (in favour of girls) emerge consistently. It is contended that pupils of low intelligence go absent more often than their peers. The total variance explained was increased when homoscedasticity was reduced by stabilizing criterion variance (by reducing age span).