1972 Revision of the Stanford-Binet: A farewell to the mental age

Inspection of the 1972 revised norms for the Stanford-Binet demonstrate that the average mental age for a particular CA no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provided.     

A canonical correlation analysis of demographic information and the behavior problem checklist

The purpose of the present study was to do a canonical correlation analysis of demographic information and the Behavior Problem Checklist (BPCL) in order (a) to employ the demographic information in a manner that had not been possible using other methods, and (b) to examine the four factors on the BPCL as a general measure of mental health and mental illness. Subjects were 2,314 children who differed in grade in school, sex, social class, ethnic group status, and type of class in school (i.e., regular or special education). Teachers provided the demographic information and the BPCL ratings. It was found that the four factors on the BPCL were significantly correlated. It was also found that there were four canonical correlations between the demographic information and the BPCL ratings of which three were and one was not significant. The meanings of the four canonical correlations were described for the demographic information and for the four factors on the BPCL.     

An examination of some bases of teacher satisfaction with school psychological services

Data were collected from a sample of school psychologists and teachers after termination of a teacher consultation experience. Stepwise regressions were performed on the data to determine which psychologist and teacher variables were related to teacher satisfaction with the school psychological consultation. The single most significant main effect on teacher satisfaction was the teacher's perception of the psychologist's facilitativeness.     

Peer choice – does reviewer self‐selection work?

The British Journal of Educational Technology (BJET) uses a novel system for obtaining referees by e‐mailing the abstracts of submissions to a panel of over 250 referees and allowing these individuals to choose which papers they would like to review. An analysis of 13 experienced referees showed that, of 473 reviews assessed, these referees were slightly more lenient than the editor and that electronic records provide useful data that can be mined in interesting ways.