The Construct Validity and Context Dependency of Teacher Assessment of Practical Skills in Some Pre‐university Level Science Examinations     

C. R. Brown  J. L. Moore  B. E. Silkstone  C. Botton 《Assessment in Education: Principles, Policy & Practice》1996,3(3):377-392

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J M Coleman  L A McHam  A M Minnett 《Journal of learning disabilities》1992,25(10):671-677

This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps.  相似文献   

M K Vainu Bappu     

J. C. Bhattacharyya 《Resonance》2002,7(8):4-5

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Jesse R. Cukierkorn  Frances A. Karnes  Sandra J. Manning  Heather Houston  Kevin Besnoy 《Roeper Review》2013,35(4):271-276

Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major emphases on an integrated curriculum, ongoing evaluation, and parental involvement. Specific strategies including internet resources are described to guide practitioners in providing optimal learning environments for this distinctive student population.  相似文献   

    

Seamus McGuinness  Peter J. Sloane 《Economics of Education Review》2011,30(1):130-145

There is much disagreement in the literature over the extent to which graduates are mismatched in the labour market and the reasons for this. In this paper we utilise the Flexible Professional in the Knowledge Society (REFLEX) data set to cast light on these issues, based on data for UK graduates. We find substantial pay penalties for overeducation for both sexes and for overskilling in the case of men only. When both education and skill mismatch variables are included together in the model only overskilling reduces job satisfaction consistently for both sexes. Using job attributes data it appears that the lower wages of the overqualified may in part simply represent a compensating wage differential for positive job attributes, while for men at least there are real costs to being overskilled.  相似文献   

Homework success for children with ADHD: A family‐school intervention program     

Lea A. Theodore  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2004,41(2):274-274

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Alternative placements: does a difference exist in the LD populations?     

J Olson  J Midgett 《Journal of learning disabilities》1984,17(2):101-103

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B K Martens  R L Peterson  J C Witt  S Cirone 《Exceptional children》1986,53(3):213-223

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  总被引：1，自引：0，他引：1  

G A Gellert  M J Durfee  C D Berkowitz 《Child abuse & neglect》1990,14(1):9-17

The incidence of human immunodeficiency virus (HIV) infection acquired by children through sexual abuse is presently unknown. A telephone survey of 63 practitioners of pediatric sexual abuse (PSA) assessment in the five U.S. regions with highest prevalence of HIV infection was conducted to determine the present status of guidelines for HIV antibody testing of PSA victims. No formal protocol was used by any of those surveyed, and a literature review found no existing guidelines for HIV antibody testing of PSA victims. A standard set of clinical situations was presented to practitioners to assess whether a consensus exists of indications for HIV antibody testing of abused children. Seven clinical profiles with 12 criteria were presented including HIV antibody status, AIDS/ARC clinical profile, and behavioral profile of the assailant; clinical profile of the victim; pre-assault victim behavioral profile compatible with high risk of HIV infection (exclusively adolescents); parent/guardian anxiety/psychosocial profile; and profile of the assaultive act with respect to potential transmissibility of HIV. We found an 85% or greater consensus for 6 testing criteria, and based upon these propose an interim set of HIV antibody testing guidelines for PSA victims. There was no consensus about five testing criteria, but their frequent citation merits further consideration. Clinical application of interim guidelines and design of prospective studies to quantitatively evaluate them are reviewed.  相似文献   

The voluntary reading habits of secondary school pupils     

J. J. TAYLOR 《Literacy》1973,7(3):11-18

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