Correlations between the stanford-binet: Fourth edition and the WISC-R with a learning disabled population

The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed.     

The alpha and split-half reliability of the teacher stress inventory

The internal consistency and split-half reliability of the Teacher Stress Inventory (TSI) was investigated based on data provided by 3,478 teachers, representing 22 individual and two aggregate samples from six states. The data indicate for both the strength and frequency dimensions that the TSI is highly reliable in terms of both its regular and short-form length, and that the two short forms are highly correlated with one another.     

Parent training research: An analysis of the empirical literature 1975–1985

This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented.     

The relationship between achievement and IQ in students with learning disabilities

To investigate the relationship between achievement and IQ in the learning-disabled (LD) population, changes in the IQ scores of LD students from the early elementary grades to the high school grades were studied. The intercorrelations among those IQ scores and a variety of achievement scores were then explored for the purpose of ascertaining causal relationships. The results were interpreted as support for the contention that the underachievement of LD students (in particular, reading underachievement) plays a predominant causal role in the achievement-IQ relationship in this population.     

The Bottom Line for Education and Training

Because business and industry training has become a major economic investment for the companies that support it, training managers are increasingly called upon to demonstrate that their interventions are not only effective but also cost-effective. This article describes a cost-effective methodology. It points out how cost-effectiveness differs from cost-benefit analysis. The technique combines meta-analytic and simple accounting procedures to yield an index of relative cost-effectiveness of training interventions. Using examples from the schools and corporate training, the authors demonstrate how the analysis can be applied to a large variety of training situations.     

Hypertext and Instructional Design: Some Preliminary Guidelines

Hypertext is a nonlinear way of presenting content consisting of nodes and links that a person can access using a variety of search and browsing strategies. In this article, we focus on the use of hypertext as an instructional tool. We compare hypertext instruction with traditional instructional formats. We offer some initial guidelines relating to guidance and control, development and implementation, multiuser management, user interface, and content representation. The paper concludes with a discussion of limitations of learner control as an instructional strategy, and the need for careful instructional design of hypertext instructional programs.     

Intersectional agencies: Navigating predominantly White institutions as an administrator of color

Administrators of color in predominantly White institutions (PWI) navigate from dual positions of privilege and marginalization. Within PWIs, administrators of color experience marginalization in terms of their racial/ethnic makeup. Specifically focusing on the administrative level, 95.8% of executive provosts and 86.2% of deans of academic colleges are White. At the faculty level, nearly 10% of full professors are people of color. However, even with such exclusionary practices, 87.7% of chief diversity officers are racial minorities. The current study seeks to understand how highly educated administrators of color work for diversity, inclusion, and equity initiatives while navigating from their dual positions of marginalization and privilege. Using the theoretical lenses of co-cultural theory, dominant group theory, and intersectionality, the study seeks to understand how privilege and marginalization ebbs and flows depending on particular contexts. Findings indicate that optimizing privilege through co-cultural praxis and impeding through mentoring are two common strategies used by administrators of color.     

Cultured meat and cowless milk: on making markets for animal-free food

According to its proponents, animal-free animal food products, such as cultured meat and synthetic cow’s milk, have the potential to overcome various environmental, health and ethical challenges that have emerged around global animal product consumption and the industrial agriculture that is needed to support it. Apart from the myriad of technical problems making animal-free food products, critics have pointed out the blurry ontological status of the food and the ethical challenges therein, and have questioned the veracity of the various promissory narratives being produced. This paper considers animal-free food from a social studies of economies and markets (SSEM) perspective. As a market that currently mostly only exists in potential, an SSEM perspective can reveal the various social and material relations that comprise the (bio)capital formation that will underpin any market-to-be, an aspect of markets that are often invisible once markets are up and running. Moreover, this perspective details the intimate role markets have in establishing the ethical and ontological aspects of animal-free foods in a political economy shaped by neoliberalisation and financialisation.